From (and for) the Invisible 10%: Including Students with Learning Disabilities in Problem-Based Instruction

Autor/inn/en	Silva, Juanita M.; Hunt, Jessica H.; Welch-Ptak, Jasmine
Titel	From (and for) the Invisible 10%: Including Students with Learning Disabilities in Problem-Based Instruction
Quelle	In: Journal for Research in Mathematics Education, 54 (2023) 4, S.260-278 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
DOI	10.5951/jresematheduc-2020-0117
Schlagwörter	Elementary School Students; Students with Disabilities; Learning Disabilities; Mathematics Instruction; Fractions; Knowledge Level; Mathematics Skills; Student Centered Learning; Problem Based Learning; Special Education; Prior Learning; Teaching Methods; Grade 4; Grade 5; Mathematical Logic + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Mathematics lessons; Mathematikunterricht; Bruchrechnung; Wissensbasis; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Problem-based learning; Problemorientiertes Lernen; Special needs education; Sonderpädagogik; Sonderschulwesen; Vorkenntnisse; Teaching method; Lehrmethode; Unterrichtsmethode; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Mathematical logics; Mathematische Logik
Abstract	We present the evolving fraction conceptions of two elementary school children with mathematics learning disabilities (MLD). We use qualitative analyses to capture the mathematical knowledge and experiences of each child and show how teaching was used to support advancement of their fractional reasoning. Results illustrate two viable pathways of advancing fractional thinking, both of which reflect students' increasing levels of units coordination over time. We argue that recognizing and building on each child's strengths--while respecting and accommodating for their MLD--was central to promoting their learning. Results provide an existence proof of a new evidence base for student-centered, problem-based instruction for students with MLD, grounded in a careful understanding of student mathematical thinking and accommodations for cognitive differences. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01