Eliciting Mathematics Explanation Repair of Students With Learning Disabilities

• In Event: 29.085 - Academic Interventions for Individuals With Disabilities

Abstract

In current reform-based, discourse-oriented mathematics classrooms, students with learning disabilities (LD), compared with their normally-achieving peers, encounter difficulties articulating or explaining their reasoning due to the mathematical and communicative difficulties. This study designed the intervention based on the different repair request techniques in an implicit-explicit continuum to elicit repair of self-explanation from students with LD. Using a multiple-baseline-across-participants design, the study found that the intervention was effective in improving the students’ reasoning and problem solving ability measured by their self-explanation performance and word-problem-solving performance, respectively. It provided implications on designing scaffolding strategies to better involve students with LD in articulation of reasoning to achieve justice in mathematics classrooms.

Authors

• Jia Liu, Purdue University

• Yan Ping Xin, Purdue University