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

Autor/inn/en	Xin, Yan Ping; Chiu, Ming Ming; Tzur, Ron; Ma, Xiaojun; Park, Joo Young; Yang, Xuan
Titel	Linking Teacher-Learner Discourse with Mathematical Reasoning of Students with Learning Disabilities: An Exploratory Study
Quelle	In: Learning Disability Quarterly, 43 (2020) 1, S.43-56 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948719858707
Schlagwörter	Teacher Student Relationship; Mathematical Logic; Students with Disabilities; Learning Disabilities; Constructivism (Learning); Multiplication; Problem Solving; Mathematics Instruction; Special Education; Instructional Effectiveness; Elementary School Students; Children; Grade 5; Public Schools; Classroom Communication + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Mathematical logics; Mathematische Logik; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Multiplikation; Problemlösen; Mathematics lessons; Mathematikunterricht; Special needs education; Sonderpädagogik; Sonderschulwesen; Unterrichtserfolg; Child; Kind; Kinder; School year 05; 5. Schuljahr; Schuljahr 05; Public school; Öffentliche Schule; Klassengespräch
Abstract	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. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01