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. Copyright © 2019 Hammill Institute on Disabilities.
| Original language | English |
|---|---|
| Pages (from-to) | 43-56 |
| Journal | Learning Disability Quarterly |
| Volume | 43 |
| Issue number | 1 |
| Early online date | 11 Jul 2019 |
| DOIs | |
| Publication status | Published - 01 Feb 2020 |
Citation
Xin, Y. P., Chiu, M. M., Tzur, R., Ma, X., Park, J. Y., & Yang, X. (2020). Linking teacher-learner discourse with mathematical reasoning of students with learning disabilities: An exploratory study. Learning Disability Quarterly, 43(1), 43-56. doi: 10.1177/0731948719858707Keywords
- Elementary mathematics
- Discourse analysis
- Discourse-oriented instruction
- Instructional strategies
- Learning difficulties
- Learning disabilities
- Mathematical problem solving
- Multiplicative reasoning
- Student-adaptive pedagogy
- Student-adaptive teaching/learning
- Thinking/cognition
