A preliminary discourse analysis of constructivist-oriented mathematics instruction for a student with learning disabilities |
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Authors: | Yan Ping Xin Jia Liu Sarah R Jones Ron Tzur Luo Si |
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Institution: | 1. Department of Educational Studies, Purdue University, West Lafayette, Indiana, USA;2. School of Teacher Education, Indiana Wesleyan University, Marion, Indiana, USA;3. School of Education &4. Human Development, University of Colorado Denver, Denver, Colorado, USA |
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Abstract: | Reform efforts in mathematics education arose, in part, in response to constructivist works on conceptual learning. However, little research has examined how students with learning disabilities (LD) respond to constructivist-oriented instruction in mathematics, particularly in moment-to-moment interactions. To understand the nature of constructivist-oriented mathematics instruction involving students with LD, the authors conducted a case study to analyze teacher–student interactions during constructivist-oriented small group instruction involving a student with LD. The student demonstrated, to a certain degree, the ability to reason mathematically when provided with appropriate opportunities and prompting. However, given the limited intervention time, his reasoning and problem solving did not seem to go beyond the semiconcrete level of operation, which may have inhibited his solving of complex word problems with large numbers. Findings indicate that more efforts are needed to support students, those with LD in particular, in their transitions from concrete or semiconcrete to abstract conceptual understanding and problem solving. |
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Keywords: | Conceptual understanding constructivist discourse analysis elementary math mathematics problem solving mathematics instruction students with learning disabilities |
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