Bob's Productive Task Engagement in Fractional Reasoning: A Case Study.
Productive engagement in fractional reasoning is essential for abstracting fundamental algebraic concepts vital to college and career success. Yet, data suggest students with learning disabilities (LDs), in particular, display pervasive shortfalls in learning and mastering fraction content. We argue...
| Publicado en: | Learning Disability Quarterly Vol. 47; no. 2; pp. 110 - 124 |
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| Autores principales: | , |
| Formato: | case study research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
May2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=176532282&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 176532282 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 07319487 DYW jtl: Learning Disability Quarterly issn: 07319487 maglogo: Y pubinfo: dt: May2024 vid: 47 iid: 2 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 176532282 173509591 176532282 176532282 10.1177/07319487231209507 176532282 ppf: 110 ppct: 14 formats: tig: atl: Bob's Productive Task Engagement in Fractional Reasoning: A Case Study. aug: au: Hunt, Jessica H. Martin, Kristi affil: North Carolina State University, Raleigh, USA sug: subj: Task Performance and Analysis Clinical Reasoning Learning Disorders Students with Disabilities Human Male Child Abstracting and Indexing Cognition Funding Source Child: 6-12 years Male ab: Productive engagement in fractional reasoning is essential for abstracting fundamental algebraic concepts vital to college and career success. Yet, data suggest students with learning disabilities (LDs), in particular, display pervasive shortfalls in learning and mastering fraction content. We argue that shortfalls in understanding are in fact issues of access in terms of opportunities that students have to productively engage with learning objects (i.e., tasks) that meaningfully bring forward and promote students' fractions understanding. In this study, we define engagement as a state and take up a single case study methodology to illustrate behavioral, affective, and cognitive engagement of Bob, a student with a LD, as he works with a series of fraction tasks designed to support his engagement. Results reveal patterns of productive engagement as regards this student's fractional reasoning as they relate to the tasks he was given over time. Contributions of this work include insights into Bob's engagement within tasks and provide considerations for teaching practice seeking to promote productive engagement by design. pubtype: Academic Journal doctype: case study research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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