Teaching Fifth-Grade Students With Specific Learning Disabilities to Explain Their Mathematical Reasoning Through Written Expression

IF 1.6 4区教育学 Q2 EDUCATION, SPECIAL

Learning Disability Quarterly Pub Date : 2024-03-07 DOI:10.1177/07319487241235148

Paul J. Riccomini, Elizabeth E. Hughes, Divya Deshpande, Joo Young Lee, Laura Fiveash, Tzu-Hsing Lin

{"title":"Teaching Fifth-Grade Students With Specific Learning Disabilities to Explain Their Mathematical Reasoning Through Written Expression","authors":"Paul J. Riccomini, Elizabeth E. Hughes, Divya Deshpande, Joo Young Lee, Laura Fiveash, Tzu-Hsing Lin","doi":"10.1177/07319487241235148","DOIUrl":null,"url":null,"abstract":"The current study investigated the effectiveness of an intensive writing intervention focusing on mathematical reasoning through written expression. A group pretest–intervention–posttest comparison experimental design was used to implement a 12-lesson intervention, delivered through a combination of Google Classroom and in-person classroom teacher support, to fifth-grade students with specific learning disabilities ( n = 19). Although underpowered, our results indicated the intensive writing intervention led to all students in the intervention group ( n = 11) significantly outperforming the students in the control group ( n = 8) on subtraction and division word problems requiring an explanation of their solution in written form. Additionally, student treatment interviews revealed the strategy was both enjoyable and helpful in solving and explaining their word problem solutions and the teacher provided insight into potential additional scaffolds to support the most intensive students. Lessons learned and implications for research and practice are presented.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":"20 1","pages":""},"PeriodicalIF":1.6000,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning Disability Quarterly","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/07319487241235148","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}

引用次数: 0

Abstract

The current study investigated the effectiveness of an intensive writing intervention focusing on mathematical reasoning through written expression. A group pretest–intervention–posttest comparison experimental design was used to implement a 12-lesson intervention, delivered through a combination of Google Classroom and in-person classroom teacher support, to fifth-grade students with specific learning disabilities ( n = 19). Although underpowered, our results indicated the intensive writing intervention led to all students in the intervention group ( n = 11) significantly outperforming the students in the control group ( n = 8) on subtraction and division word problems requiring an explanation of their solution in written form. Additionally, student treatment interviews revealed the strategy was both enjoyable and helpful in solving and explaining their word problem solutions and the teacher provided insight into potential additional scaffolds to support the most intensive students. Lessons learned and implications for research and practice are presented.

查看原文本刊更多论文

教有特殊学习障碍的五年级学生通过书面表达解释数学推理

本研究调查了通过书面表达进行数学推理的强化写作干预的有效性。本研究采用了小组前测-干预-后测对比实验设计，通过谷歌课堂和教师亲临课堂支持相结合的方式，对五年级有特殊学习障碍的学生（n = 19）实施了 12 课时的干预。尽管效果不佳，但我们的结果表明，强化写作干预使干预组的所有学生（n = 11）在需要用书面形式解释解法的减法和除法文字问题上的成绩明显优于对照组的学生（n = 8）。此外，学生治疗访谈显示，该策略既令人愉快，又有助于解决和解释他们的文字问题解决方案，教师还就潜在的额外支架提供了见解，以支持最密集的学生。本文介绍了所吸取的经验教训以及对研究和实践的启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

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.