01925nam a22002537a 4500 OSt 20240802152903.0 240802b |||||||| |||| 00| 0 eng d 00220671 DSSC Per/371.9/Y21/2016 Yan, Ping Xin 11496 A preliminary discourse analysis of constructivist-oriented mathematics instruction for a student with learning disabilities by Ping Xin Yan pp. 436-447 Monthly text unmediated volume The Journal of Educational Research 11399 vol. 109, n4 00220671 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. Special education 10104 Mathematics--study and teaching 11288 ddc PINDEX 8278 8278 0 0 ddc 0 0 SPMT-CAS SPMT-CAS 2024-08-02 0 Per/371.9/Y21/2016 2024-08-02 00:00:00 2024-08-02 PINDEX