Small Environments: Supporting the Unique Fractional Understanding of a Child With a Learning Disability

• In Event: Developing and Studying Mathematics Understandings

Abstract

We present the evolving conceptions of one elementary child, with learning disabilities (LD) during four instructional sessions focused on fractions. We utilized retrospective and fine grain analyses to capture the prior mathematical knowledge that “Candice” built upon to advance her own conceptions and how teaching was used to support advancement over time. Results illustrate the child’s relatively stable ways of reasoning – namely, a concept of fractions as a measure. We argue that recognizing Candice’s unique reasoning was central to capturing her learning trajectory and should inform instructional design in mathematics. Implications for future research are shared.

Authors

• Juanita Maria Silva, Texas State University

• Jessica H. Hunt, North Carolina State University

• Jasmine Joy Welch-Ptak, The University of Texas at Austin