A preliminary discourse analysis of constructivist-oriented mathematics instruction for a student with learning disabilities (Record no. 8278)
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| 000 -LEADER | |
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| fixed length control field | 01925nam a22002537a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20240802152903.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 240802b |||||||| |||| 00| 0 eng d |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER | |
| International Standard Serial Number | 00220671 |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | DSSC |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | Per/371.9/Y21/2016 |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Yan, Ping Xin |
| 9 (RLIN) | 11496 |
| 245 ## - TITLE STATEMENT | |
| Title | A preliminary discourse analysis of constructivist-oriented mathematics instruction for a student with learning disabilities |
| Statement of responsibility, etc | by Ping Xin Yan |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | pp. 436-447 |
| 310 ## - CURRENT PUBLICATION FREQUENCY | |
| Current publication frequency | Monthly |
| 336 ## - CONTENT TYPE | |
| Content type term | text |
| 337 ## - MEDIA TYPE | |
| Media type term | unmediated |
| 338 ## - CARRIER TYPE | |
| Carrier type term | volume |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE | |
| Title | The Journal of Educational Research |
| 9 (RLIN) | 11399 |
| Volume number/sequential designation | vol. 109, n4 |
| International Standard Serial Number | 00220671 |
| 500 ## - GENERAL NOTE | |
| General note | 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 semi concrete 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.<br/> |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Special education |
| 9 (RLIN) | 10104 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Mathematics--study and teaching |
| 9 (RLIN) | 11288 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Periodical Indexing |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Home library | Current library | Date acquired | Total Checkouts | Full call number | Date last seen | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | DSSC LEARNING RESOURCE CENTER | DSSC LEARNING RESOURCE CENTER | 2024-08-02 | Per/371.9/Y21/2016 | 2024-08-02 | 2024-08-02 | Periodical Indexing |