A Descriptive Study Examining the Impact of Digital Writing Environments on Communication and Mathematical Reasoning for Students with Learning Disabilities

Autor/inn/en	Huscroft-D'Angelo, Jacqueline; Higgins, Kristina N.; Crawford, Lindy L.
Titel	A Descriptive Study Examining the Impact of Digital Writing Environments on Communication and Mathematical Reasoning for Students with Learning Disabilities
Quelle	In: Learning Disabilities: A Multidisciplinary Journal, 20 (2014) 4, S.177-188 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-6819
DOI	10.18666/LDMJ-2014-V20-I4-6146
Schlagwörter	Learning Disabilities; Mathematical Logic; Mathematics Instruction; Mathematical Concepts; Educational Technology; Technology Uses in Education; Communication Skills; Program Effectiveness; Student Attitudes; Learner Engagement; Cooperative Learning; Emergent Literacy; Elementary School Students; Reading Fluency; Reading Tests; Formative Evaluation; Writing (Composition); Statistical Analysis; Qualitative Research; Texas (Dallas); Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Mathematical logics; Mathematische Logik; Mathematics lessons; Mathematikunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kommunikationsstil; Schülerverhalten; Kooperatives Lernen; Frühleseunterricht; Lesetest; Schreibübung; Statistische Analyse; Qualitative Forschung
Abstract	Proficiency in mathematics, including mathematical reasoning skills, requires students to communicate their mathematical thinking. Mathematical reasoning involves making sense of mathematical concepts in a logical way to form conclusions or judgments, and is often underdeveloped in students with learning disabilities. Technology-based environments have become a strategy to enhance students' reasoning in mathematics. Unfortunately, little research investigates the effects of technology on the reasoning skills of students with learning disabilities. This study examines the effects of an intervention intended to promote the communication of mathematical thinking through a digital writing environment for students with learning disabilities. We examined how students used the digital writing environment, the information communicated, and differences in mathematical reasoning for a small group of elementary students with learning disabilities (N = 13). Findings revealed students communicated primarily mathematical knowledge, preferred typing most of the time, and engaged in mathematical conversations with peers. Furthermore, significant differences in mathematical reasoning occurred over time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01