A Preliminary Discourse Analysis of Constructivist-Oriented Mathematics Instruction for a Student with Learning Disabilities

Autor/inn/en	Xin, Yan Ping; Liu, Jia; Jones, Sarah R.; Tzur, Ron; Si, Luo
Titel	A Preliminary Discourse Analysis of Constructivist-Oriented Mathematics Instruction for a Student with Learning Disabilities
Quelle	In: Journal of Educational Research, 109 (2016) 4, S.436-447 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2014.979910
Schlagwörter	Mathematics Instruction; Constructivism (Learning); Learning Disabilities; Case Studies; Teacher Student Relationship; Interaction; Small Group Instruction; Mathematical Logic; Thinking Skills; Problem Solving; Intervention; Word Problems (Mathematics); Grade 4; Elementary School Students; Coding; Interpersonal Communication; Scaffolding (Teaching Technique) + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Learning handicap; Lernbehinderung; Case study; Fallstudie; Case Study; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Mathematical logics; Mathematische Logik; Denkfähigkeit; Problemlösen; Textaufgabe; School year 04; 4. Schuljahr; Schuljahr 04; Codierung; Programmierung; Interpersonale Kommunikation
Abstract	Reform efforts in mathematics education arose, in part, in response to constructivist works on conceptual learning. However, little research has examined how students with learning disabilities (LD) respond to constructivist-oriented instruction in mathematics, particularly in moment-to-moment interactions. To understand the nature of constructivist-oriented mathematics instruction involving students with LD, the authors conducted a case study to analyze teacher-student interactions during constructivist-oriented small group instruction involving a student with LD. The student demonstrated, to a certain degree, the ability to reason mathematically when provided with appropriate opportunities and prompting. However, given the limited intervention time, his reasoning and problem solving did not seem to go beyond the semiconcrete level of operation, which may have inhibited his solving of complex word problems with large numbers. Findings indicate that more efforts are needed to support students, those with LD in particular, in their transitions from concrete or semiconcrete to abstract conceptual understanding and problem solving. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01