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Considerations of numbers used in ta...

Risley, Rachael Ann.

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Considerations of numbers used in tasks for promoting multiplicative reasoning in students with learning difficulties in mathematics.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Considerations of numbers used in tasks for promoting multiplicative reasoning in students with learning difficulties in mathematics./
Author:	Risley, Rachael Ann.
Description:	179 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.
Contained By:	Dissertation Abstracts International77-10A(E).
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10112620
ISBN:	9781339757735

Considerations of numbers used in tasks for promoting multiplicative reasoning in students with learning difficulties in mathematics.
Risley, Rachael Ann.

Considerations of numbers used in tasks for promoting multiplicative reasoning in students with learning difficulties in mathematics. - 179 p.

Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.

Thesis (Ph.D.)--University of Colorado at Denver, 2016.

This study explored the impact of numbers used in instructional tasks on the construction and generalization of multiplicative reasoning by fourth grade students designated as having learning difficulties or disabilities in mathematics (SLDs). In particular, this study addressed the following research questions: (1) In what ways do SLDs' conception of number as a composite unit afford or constrain transition to multiplicative reasoning? (2) Which specific numbers, used in instructional and/or assessment tasks, may support or interfere with SLDs' progression from additive reasoning to multiplicative Double Counting (mDC)? Results suggested that in early participatory stages, using numbers with multiples familiar to the students, such as 2 and 5, promoted multiplicative solution paths (e.g., counting by fives while simultaneously keeping track of how many fives they have counted). This use of familiar numbers allowed for students' reflection on their multiplicative thinking. Introduction of more difficult numbers---any number for which the child was yet to master multiples---tended to limit the multiplicative thinking and move students back to more known (additive) solution paths. In later participatory stages, the introduction of more difficult numbers promoted the progression within mDC.

ISBN: 9781339757735Subjects--Topical Terms:

641129
Mathematics education.

Considerations of numbers used in tasks for promoting multiplicative reasoning in students with learning difficulties in mathematics.
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245 1 0 $a Considerations of numbers used in tasks for promoting multiplicative reasoning in students with learning difficulties in mathematics.
300 $a 179 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.
500 $a Adviser: Ron Tzur.
502 $a Thesis (Ph.D.)--University of Colorado at Denver, 2016.
520 $a This study explored the impact of numbers used in instructional tasks on the construction and generalization of multiplicative reasoning by fourth grade students designated as having learning difficulties or disabilities in mathematics (SLDs). In particular, this study addressed the following research questions: (1) In what ways do SLDs' conception of number as a composite unit afford or constrain transition to multiplicative reasoning? (2) Which specific numbers, used in instructional and/or assessment tasks, may support or interfere with SLDs' progression from additive reasoning to multiplicative Double Counting (mDC)? Results suggested that in early participatory stages, using numbers with multiples familiar to the students, such as 2 and 5, promoted multiplicative solution paths (e.g., counting by fives while simultaneously keeping track of how many fives they have counted). This use of familiar numbers allowed for students' reflection on their multiplicative thinking. Introduction of more difficult numbers---any number for which the child was yet to master multiples---tended to limit the multiplicative thinking and move students back to more known (additive) solution paths. In later participatory stages, the introduction of more difficult numbers promoted the progression within mDC.
590 $a School code: 0765.
650 4 $a Mathematics education. $3 641129
650 4 $a Elementary education. $3 641385
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710 2 $a University of Colorado at Denver. $b Educational Studies and Research. $3 2036351
773 0 $t Dissertation Abstracts International $g 77-10A(E).
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10112620