From (and for) the Invisible 10%: Including Students With Learning Disabilities in Problem-Based Instruction

Author:
Juanita M. Silva Texas State University, San Marcos

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Jessica H. Hunt North Carolina State University, Raleigh

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Jasmine Welch-Ptak University of Texas at Austin

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Volume/Issue:
Volume 54: Issue 4
Page(s):
260–278
DOI:
https://doi.org/10.5951/jresematheduc-2020-0117
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Keywords:
Learning disability; Mathematics; Qualitative methods; Fine-grained analysis; Units coordination

We present the evolving fraction conceptions of two elementary school children with mathematics learning disabilities (MLD). We use qualitative analyses to capture the mathematical knowledge and experiences of each child and show how teaching was used to support advancement of their fractional reasoning. Results illustrate two viable pathways of advancing fractional thinking, both of which reflect students’ increasing levels of units coordination over time. We argue that recognizing and building on each child’s strengths—while respecting and accommodating for their MLD—was central to promoting their learning. Results provide an existence proof of a new evidence base for student-centered, problem-based instruction for students with MLD, grounded in a careful understanding of student mathematical thinking and accommodations for cognitive differences.

Contributor Notes

Juanita M. Silva, Department of Curriculum and Instruction, Texas State University, San Marcos, TX 78666; jsilva@txstate.edu

Jessica H. Hunt, Department of Teacher Education and Learning Sciences, North Carolina State University, Raleigh, NC 27695; jhunt5@ncsu.edu

Jasmine Welch-Ptak, Department of Curriculum and Instruction, University of Texas at Austin, Austin, TX 78712; miss.jasminewelch@utexas.edu

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Copyright:
The National Council of Teachers of Mathematics, Inc. All rights reserved. 2023
Page Count:
19
Article Category:
Research Article
Received:
11 Dec 2021
Accepted:
15 Apr 2022
Print Publication Date:
01 Jul 2023
Online Publication Date:
Jul 2023
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