Instructional Scaffolds in Mathematics Instruction for English Learners with Learning Disabilities: An Exploratory Case Study

Autor/inn/en	Lei, Qingli; Xin, Yan Ping; Morita-Mullaney, Trish; Tzur, Ron
Titel	Instructional Scaffolds in Mathematics Instruction for English Learners with Learning Disabilities: An Exploratory Case Study
Quelle	In: Learning Disabilities: A Contemporary Journal, 18 (2020) 1, S.123-144 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-6928
Schlagwörter	Scaffolding (Teaching Technique); Mathematics Instruction; English Language Learners; Learning Disabilities; Students with Disabilities; Problem Solving; Instructional Effectiveness; Kinesthetic Methods; Language Usage; Multiplication; Constructivism (Learning); Elementary School Students; Grade 5; Interaction; Visual Aids; Special Education; Group Activities; Indiana + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Learning handicap; Lernbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Problemlösen; Unterrichtserfolg; Sprachgebrauch; Multiplikation; School year 05; 5. Schuljahr; Schuljahr 05; Interaktion; Anschauungsmaterial; Special needs education; Sonderpädagogik; Sonderschulwesen; Gruppenaktivität
Abstract	As today's classrooms become more and more diverse, there is a growing need to explore the intersection between English Learners (ELs) and students with learning disabilities (LD) in the content-specific instruction of mathematics problem solving. The aim of this study was to determine which types of instructional scaffolds may be used by math teachers to effectively support ELs with LD learning multiplicative reasoning. To this end, we employed an exploratory case study based on a frequency count analysis of four scaffold types used by the students and the teacher in their sessions. The results showed that kinesthetic and linguistic scaffolds were the most beneficial for helping ELs with LD to cultivate mathematical thinking with both concrete and abstract units, while also helping to increase the sophistication of their mathematical content-language usage. In combination with small-group interactions, these scaffolds provide an effective instructional method for improving multiplicative reasoning among ELs with LD. (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01