10. JUSTIFICATION IN THE CONTEXT OF LINEAR FUNCTIONS: GESTURING AS SUPPORT FOR STUDENTS WITH LEARNING DISABILITIES

• In Event: POSTER GROUP 2

Description

The researchers conducted a qualitative case study to analyze the justification processes of ten students with learning disabilities enrolled in an Algebra I course. The researchers transcribed and coded approximately eight teaching sessions for each participant and an independent rater monitored interpretive validity during data analysis. The findings indicated that gesturing often served as a support for working memory as the students with learning disabilities developed their understanding of linear functions. As the learners became more sophisticated at justifying their problems solving processes, they relied less on gesturing and informal language and became more frequent users of formal mathematical language.

Authors

• Casey Hord, University of Cincinnati

• Anna Fricano DeJarnette, University of Cincinnati

• Samantha Marita, University of Cincinnati