A Preliminary Discourse Analysis of Constructivist-Oriented Mathematics Instruction for Students With Learning Disabilities

• In Event: 52.028 - Impact of Curriculum and Instruction on Students' Achievement in Mathematics

Abstract

To understand the nature of constructivist–oriented mathematics instruction involving students with learning disabilities (LD), this study conducted a quantitative analysis of teacher-student interactions during constructivist-oriented small-group instruction involving three students with LD. The findings of this study indicate that participating students with LD demonstrated, to a certain degree, their ability to reason mathematically when provided with appropriate opportunities and prompting. However, it seems that more effort and systematic instruction are necessary for students with LD to develop abstract level of conceptual understanding and generalized problem-solving skills in order for them to meet the Common Core Standards. Qualitative data from the discourse analysis will also be presented during the session to support the interpretations of the results.

Authors

• Yan Ping Xin, Purdue University

• Ron Tzur, University of Colorado - Denver

• Joo Young Park, Purdue University

• Xiaojun Ma

• Xuan Yang, Purdue University

• Luo Si, Purdue University