Analyzing a Discourse of Scaffolds for Mathematics Instruction for an ELL with Learning Disabilities [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (40th, Greenville, SC, Nov 15-18, 2018).

Autor/inn/en	Lei, Qingli; Xin, Yan Ping; Morita-Mullaney, Trish; Tzur, Ron
Titel	Analyzing a Discourse of Scaffolds for Mathematics Instruction for an ELL with Learning Disabilities [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (40th, Greenville, SC, Nov 15-18, 2018).
Quelle	(2018), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; English Language Learners; Learning Disabilities; Multiplication; Problem Solving; Scaffolding (Teaching Technique); Mathematical Logic; Small Group Instruction; Teaching Methods; Language Usage; Kinesthetic Methods; Elementary School Teachers; Elementary School Students; Grade 5; After School Programs; Interaction; Visual Stimuli + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Learning handicap; Lernbehinderung; Multiplikation; Problemlösen; Mathematical logics; Mathematische Logik; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 05; 5. Schuljahr; Schuljahr 05; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Interaktion
Abstract	In this case study, we examine the usage of language -- how teachers used and regulated their language when teaching English language learners (ELLs) with learning disabilities (LD) how to solve mathematics multiplication problems. We focus on types of scaffolds used by teachers to identify how scaffolding helps ELLs with LD build better multiplicative reasoning. Using an exploratory case study, we find that more linguistic scaffolding and small group interactions are beneficial for ELLs with LD. In combination with kinesthetic scaffolding, they form an effective instructional method for improving multiplicative reasoning among ELLs with LD. [For the complete proceedings, see ED606531.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01