Literaturnachweis - Detailanzeige
Autor/inn/en | Crawford, Angela R.; Kernin, Aysia |
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Titel | Eva's Opportunity to Learn: A Narrative Analysis of Mathematics Instruction and Self-Regulation |
Quelle | In: Insights into Learning Disabilities, 20 (2023) 2, S.101-122 (22 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1949-1212 |
Schlagwörter | Mathematics Instruction; Metacognition; Learning Problems; Elementary School Students; Teaching Methods; Student Centered Learning; Feedback (Response); Error Correction; Individualized Instruction; Special Education; Comorbidity; Students with Disabilities; Females; Grade 3 Mathematics lessons; Mathematikunterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lernproblem; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Korrektur; Individualisierender Unterricht; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Weibliches Geschlecht; School year 03; 3. Schuljahr; Schuljahr 03 |
Abstract | This study explores opportunity to learn (OTL) during mathematics activities for a nine-year-old student girl with difficulty in mathematics. We conducted a teaching experiment comprising 15 instructional sessions. To better understand the student's OTL, our qualitative analysis focused on how she student demonstrated self-regulation in response to instructional delivery (i.e., explicit instruction and cognitively demanding tasks) and feedback (i.e., corrective, affirmative, and pressing). The student's self-regulatory behaviors indicated a highly graduated, student-centered structure with affirmative, mathematizing feedback supported mathematics learning, while other components of instructional delivery and forms of feedback did not. Thus, we provide an illustration of self-regulation as an indicator of OTL rather than as something to remediate. We argue individualized support can be facilitated by integrating instructional practices from the fields of special education and mathematics education and expanding perspectives on self-regulation, rather than holding singular commitments to particular disciplinary practices and perspectives. (As Provided). |
Anmerkungen | Learning Disabilities Worldwide, Inc. 14 Nason Street, Maynard, MA 01754. Tel: 978-897-5399; Fax: 978-897-5355; e-mail: info@ldworldwide.org; Web site: http://www.ldworldwide.org/educators/ild-educators |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |