Co-constructing Fractional Understanding: The Case of Bilingual Children with Identified Learning Disabilities During Problem Solving

• In Event: Examining the Intersectionalities of Mathematics and Languages

Abstract

This study examines how three bilingual children with learning disabilities or difficulties—Julia, Carlos, and Martin—developed their fractional thinking through problem-solving instruction over five weeks. Using a case study, the data are drawn from a subset of a 12-week qualitative dataset on problem-solving discussions. We analyzed the children’s strategies within a small group using constant comparison and retrospective analysis. Initially, the children relied on rudimentary partitioning strategies but gradually leveraged their mathematical thinking resources to solve problems, supported by responsive teaching moves. The findings provide insights into how responsive teaching supported children in co-constructing their understanding of fractions. Recommendations are provided for future research on ability justice-oriented instruction to support the fractional understanding of bilingual children with learning disabilities.

Authors

• Juanita Maria Silva, Texas State University

• IMANEH SOLEIMANI, Texas State University