Interweaving Tasks and Conceptions to Promote Multiplicative Reasoning in Students with Learning Disabilities in Mathematics
This case study examined the efficacy of tasks designed for promoting multiplicative reasoning in students with learning disabilities. Chad’s (grade 4) construction of a mixed-unit coordination scheme was nurtured in the context of a teaching experiment with 14 students in two USA Midwest elementary schools. The analysis focuses on how a sequence of tasks, tailored to Chad’s available conceptions, brought forth his transfer of a crucial mathematical idea to novel, realistic problem situations. We argue for the use of such conceptually tailored tasks as a means for promoting students’ progress from what they know to a transfer-enabling stage (anticipatory).
Xin, Y. P., Tzur, R., Si, L., Zhang, D., Hord, C., Luo, W., and Cetintas, S. (2009). Interweaving tasks and conceptions to promote multiplicative reasoning in students with learning disabilities in mathematics. In S. L. Swars, D. W. Stinson, & S. Lemons-Smith (Eds.), Proceedings of the 31st Annual Conference of the North American Chapter of the Psychology of Mathematics Education, vol. 5, pp. 354-362. Atlanta, GA: Georgia State University.