Linking Teacher-Learner Discourse With Mathematical Reasoning of Students With Learning Disabilities: An Exploratory Study

被引：3

作者：

Xin, Yan Ping ^{[1
]}

Chiu, Ming Ming ^{[2
]}

Tzur, Ron ^{[3
]}

Ma, Xiaojun ^{[1
]}

Park, Joo Young ^{[1
]}

Yang, Xuan ^{[1
]}

机构：

[1] Purdue Univ, W Lafayette, IN 47907 USA

[2] Educ Univ Hong Kong, Tai Po, Hong Kong, Peoples R China

[3] Univ Colorado, Denver, CO 80202 USA

来源：

LEARNING DISABILITY QUARTERLY | 2020年 / 43卷 / 01期

基金：

美国国家科学基金会;

关键词：

elementary mathematics; discourse analysis; discourse-oriented instruction; instructional strategies; learning difficulties; learning disabilities; mathematical problem solving; multiplicative reasoning; student-adaptive pedagogy; student-adaptive teaching; learning; thinking; cognition; TASKS;

D O I：

10.1177/0731948719858707

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

Informed by a constructivist-based, student-adaptive pedagogical approach, this study explores the benefits of teacher-learner discourse moves for the mathematics learning of students with learning disabilities (LD). During a constructivist teaching experiment for nurturing the multiplicative reasoning and problem solving of five third-grade students with school-identified LD, we analyzed the global trends and detailed dynamics of teacher-student interactions with statistical discourse analysis. We found that the teacher's discourse moves to support each individual student's problem solving helped engage them in mathematical reasoning, which improved their problem-solving performance. Thus, this study contributes to knowledge in the field of special education by (a) specifying ways in which discourse-oriented mathematics instruction can help each student with LD and (b) showcasing a novel statistical analysis of teacher-student discourse.

引用

页码：43 / 56

页数：14

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