Nurturing Multiplicative Reasoning in Students With Learning Disabilities: A Preliminary Discourse Analysis of Reform-Based Math Instruction

• In Event: Mathematics Instruction for Students With Disabilities

Abstract

There has been doubt/frustration in the field of special education over the new paradigm of reform-based math instruction. In fact, existing literature has shown that reform-based instruction that requires students to discover or construct their own math skills was less effective than direct instruction. To understand the nature of constructivism–oriented math instruction involving students with learning disabilities (LD), this case study conducted a quantitative analysis of moment-to-moment teacher-student interactions during reform-based small group instruction involving a student with LD. The findings of this discourse analysis indicate that the student demonstrated his ability to reason within reform-based instruction providing appropriate opportunities/prompting. However, his reasoning and problem solving did not seem to go above and beyond semi-concrete level of operation.

Authors

• Yan Ping Xin, Purdue University

• Jia Liu, Purdue University

• Sarah Jones, Purdue University

• Ron Tzur, University of Colorado - Denver

• Luo Si, Purdue University