Investigating written expressions of mathematical reasoning for students with learning disabilities

Hughes Elizabeth M.; Riccomini Paul J.; Lee Joo-Young

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Investigating written expressions of mathematical reasoning for students with learning disabilities

机译：调查学习障碍学生数学推理的书面表达

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Assessment results from two open-construction response mathematical tasks involving fractions and decimals were used to investigate written expression of mathematical reasoning for students with learning disabilities. The solutions and written responses of 51 students with learning disabilities in fourth and fifth grade were analyzed on four primary dimensions: (a) accuracy, (b) five elements of mathematical reasoning, (c) five elements of mathematical writing, and (d) vocabulary use. Results indicate most students were not accurate in their problem solution and communicated minimal mathematical reasoning in their written expression. In addition, students tended to use general vocabulary rather than academic precise math vocabulary and students who provided a visual representation were more likely to answer accurately. To further clarify the students struggles with mathematical reasoning, error analysis indicated a variety of error patterns existed and tended to vary widely by problem type. Our findings call for more instruction and intervention focused on supporting students mathematical reasoning through written expression. Implications for research and practice are presented.

机译：涉及分数和小数的两个开放式建设响应数学任务的评估结果用于调查学习障碍学生数学推理的书面表达。在四个主要尺寸上分析了51名学习障碍学习障碍的解决方案和书面答复：（a）准确性，（b）数学推理的五个要素，（c）数学写作的五个要素，（d）词汇使用。结果表明，大多数学生在其问题解决方案中并不准确，并在其书面表达式中传达了最小的数学推理。此外，学生们倾向于使用一般词汇而不是学术精英数学词汇，并且提供视觉表现的学生更有可能准确回答。为了进一步澄清学生用数学推理的斗争，错误分析表明存在各种误差模式，并趋于呈现出问题类型的广泛变化。我们的调查结果呼吁采取更多的指导和干预，专注于通过书面表达支持学生数学推理。提出了对研究和实践的影响。

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《Journal of Mathematical Behavior》 |2020年第1期|共14页
作者
Hughes Elizabeth M.; Riccomini Paul J.; Lee Joo-Young;
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作者单位

Penn State Univ University Pk PA 16802 USA;

Penn State Univ University Pk PA 16802 USA;

Penn State Univ University Pk PA 16802 USA;

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原文格式 PDF
正文语种 eng
中图分类数学;
关键词
Mathematical writing; Reasoning; Word problems; Learning disabilities; Representation;

机译：数学写作;推理;词问题;学习障碍;代表;

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1. Investigating written expressions of mathematical reasoning for students with learning disabilities [J] . Hughes Elizabeth M., Riccomini Paul J., Lee Joo-Young Journal of Mathematical Behavior . 2020,第1期

机译：调查学习障碍学生数学推理的书面表达
2. The impact of a conceptual model-based mathematics computer tutor on multiplicative reasoning and problem-solving of students with learning disabilities [J] . Xin Yan Ping, Park Joo Young, Tzur Ron, Journal of Mathematical Behavior . 2020,第1期

机译：基于模型的数学计算机导师对学习障碍学生乘法推理与问题解决的影响
3. Development of Mathematics Learning Tools Based on Realistic Mathematical Approaches to Improve Mathematical Reasoning Ability and Mathematical Literacy Ability in Mts Negeri 2 Asahan Students [J] . Rahmi Mawaddah, Hasratuddin ., Waminton Rajagukguk Journal of Education and Practice . 2020,第14期

机译：基于现实数学方法的数学学习工具的开发，提高MTS Negeri 2 Asahan学生的数学推理能力和数学识别能力
4. Development Mathematic Assessment to Increase Mathematical Prerequisite Ability on The Student with Learning Disabilities in Inclusive Elementary School [C] . Robiansyah S T U, Nanang F, Hidayat Annual Applied Science and Engineering Conference . 2018

机译：发展数学评估，以提高在包容性小学学习障碍学生的数学先决条件
5. Comparing students with mathematics learning disabilities and students with low mathematics achievement in solving mathematics word problems [D] . Hartman, Paula Ann 2007

机译：用数学学习障碍的学生与数学词问题的数学绩效与数学绩效相比进行比较
6. The impact of an intervention program on students’ spatial reasoning: student engagement through mathematics-enhanced learning activities [O] . Tom Lowrie, Tracy Logan, Danielle Harris, 2018

机译：干预计划对学生空间推理的影响：通过数学增强的学习活动吸引学生
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Investigating written expressions of mathematical reasoning for students with learning disabilities

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