Bob’s Productive Task Engagement in Fractional Reasoning: A Case Study

IF 1.6 4区教育学 Q2 EDUCATION, SPECIAL

Learning Disability Quarterly Pub Date : 2023-11-10 DOI:10.1177/07319487231209507

Jessica H. Hunt, Kristi Martin

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Abstract

Productive engagement in fractional reasoning is essential for abstracting fundamental algebraic concepts vital to college and career success. Yet, data suggest students with learning disabilities (LDs), in particular, display pervasive shortfalls in learning and mastering fraction content. We argue that shortfalls in understanding are in fact issues of access in terms of opportunities that students have to productively engage with learning objects (i.e., tasks) that meaningfully bring forward and promote students’ fractions understanding. In this study, we define engagement as a state and take up a single case study methodology to illustrate behavioral, affective, and cognitive engagement of Bob, a student with a LD, as he works with a series of fraction tasks designed to support his engagement. Results reveal patterns of productive engagement as regards this student’s fractional reasoning as they relate to the tasks he was given over time. Contributions of this work include insights into Bob’s engagement within tasks and provide considerations for teaching practice seeking to promote productive engagement by design.

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鲍勃在分数推理中的生产性任务参与:一个案例研究

在分数推理中富有成效的参与对于抽象基本的代数概念是必不可少的，这对大学和事业的成功至关重要。然而，数据表明，特别是有学习障碍的学生，在学习和掌握分数内容方面表现出普遍的不足。我们认为，理解的不足实际上是学生有机会有效地参与有意义地提出和促进学生分数理解的学习对象(即任务)的问题。在本研究中，我们将投入定义为一种状态，并采用单一案例研究方法来说明行为、情感和认知投入，Bob是一名LD学生，他在处理一系列旨在支持其投入的分数任务时。结果揭示了该学生的分式推理的生产性参与模式，因为它们与他所分配的任务有关。这项工作的贡献包括对Bob在任务中的参与的见解，并为寻求通过设计促进生产性参与的教学实践提供了考虑。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning Disability Quarterly Multiple-

CiteScore

3.50

自引率

11.10%

发文量

期刊介绍： Learning Disability Quarterly publishes high-quality research and scholarship concerning children, youth, and adults with learning disabilities. Consistent with that purpose, the journal seeks to publish articles with the potential to impact and improve educational outcomes, opportunities, and services.