Interweaving Tasks and Conceptions to Promote Multiplicative Reasoning in Students with Learning Disabilities in Mathematics

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Conference Proceeding

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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).