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How Do Changes Happen? Transition from Intuitive to Advanced Strategies in Multiplicative Reasoning for Students with Math Disabilities
STEM Faculty Presentations
  • Dake Zhang, Purdue University
  • Yan Ping Xin, Purdue University
  • Ron Tzur, University of Colorado Denver
  • Casey Hord
  • Luo Si, Purdue University
  • Suleyman Centintas, Purdue University
Document Type
Conference Proceeding
Publication Date
1-1-2009
Abstract

This study investigated how students with mathematics learning disabilities (MD) or at-risk for MD developed their multiplicative reasoning skills from intuitive strategies to advanced strategies through a teaching experiment. The participants consisted of two fifth graders with MD and one at-risk. A micro-genetic approach with a single subject design was used. Investigators coded and analyzed five strategies children used. Results showed that the participants had fewer strategies than normal-achieving students, but they improved their performance throughout the teaching experiment. The participants increased their use of double counting and direct retrieval, and decreased their use of unitary counting during the intervention.

Citation Information
Zhang, D., Xin, Y. P., Tzur, R., Hord, C., Si, L., and Cetintas, S. (2009). How do changes happen? Transition from intuitive to advanced multiplicative reasoning for students with math disabilities. 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. 718-725. Atlanta, GA: Georgia State University.