000			01925nam a22002537a 4500
003			OSt
005			20240802152903.0
008			240802b |||||||| |||| 00| 0 eng d
022			_a00220671
040			_cDSSC
082			_aPer/371.9/Y21/2016
100			_aYan, Ping Xin _911496
245			_aA preliminary discourse analysis of constructivist-oriented mathematics instruction for a student with learning disabilities _cby Ping Xin Yan
300			_app. 436-447
310			_aMonthly
336			_atext
337			_aunmediated
338			_avolume
440			_aThe Journal of Educational Research _911399 _vvol. 109, n4 _x00220671
500			_aReform 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.
650		0	_aSpecial education _910104
650		0	_aMathematics--study and teaching _911288
942			_2ddc _cPINDEX
999			_c8278 _d8278