Teaching Multiplication to Students with Mathematical Learning Disabilities (MLD): Analysis of Preservice Teachers’ Lesson Design

This qualitative study investigated 17 preservice teachers’ lesson design for teaching multiplication to an average performing student and a student with mathematical learning disabilities (MLD). Findings reveal how preservice teachers differentiate mathematics instruction to meet the needs of stude...

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Autores principales: Hea-Jin Lee, Chaereen Han, Hee-jeong Kim, Leah Herner-Patnode
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Lenguaje:EN
Publicado: MDPI AG 2021
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Acceso en línea:https://doaj.org/article/8f61f8a0b5a543adac5cff4c3c3c01d8
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spelling oai:doaj.org-article:8f61f8a0b5a543adac5cff4c3c3c01d82021-11-11T19:31:01ZTeaching Multiplication to Students with Mathematical Learning Disabilities (MLD): Analysis of Preservice Teachers’ Lesson Design10.3390/su1321118132071-1050https://doaj.org/article/8f61f8a0b5a543adac5cff4c3c3c01d82021-10-01T00:00:00Zhttps://www.mdpi.com/2071-1050/13/21/11813https://doaj.org/toc/2071-1050This qualitative study investigated 17 preservice teachers’ lesson design for teaching multiplication to an average performing student and a student with mathematical learning disabilities (MLD). Findings reveal how preservice teachers differentiate mathematics instruction to meet the needs of students. They modified mathematical strategies by providing diverse multiplicative concepts and fitting the form of representations. They accommodated lesson design by setting their expectations based on individual needs, managing instructional structure and progress, and adjusting the cognitive demand of tasks. Some formative assessment skills demonstrated how they understood students’ mathematical thinking and responded to it. The needs for further attention and support in lesson differentiation, including content-oriented alternation for equitable responsive teaching and moving away from short-term solutions to sustainable support, were discussed.Hea-Jin LeeChaereen HanHee-jeong KimLeah Herner-PatnodeMDPI AGarticleteaching for all studentsequitable responsive teachingmathematical learning disabilities (MLD)multiplication conceptpreservice teacher educationlesson designEnvironmental effects of industries and plantsTD194-195Renewable energy sourcesTJ807-830Environmental sciencesGE1-350ENSustainability, Vol 13, Iss 11813, p 11813 (2021)
institution DOAJ
collection DOAJ
language EN
topic teaching for all students
equitable responsive teaching
mathematical learning disabilities (MLD)
multiplication concept
preservice teacher education
lesson design
Environmental effects of industries and plants
TD194-195
Renewable energy sources
TJ807-830
Environmental sciences
GE1-350
spellingShingle teaching for all students
equitable responsive teaching
mathematical learning disabilities (MLD)
multiplication concept
preservice teacher education
lesson design
Environmental effects of industries and plants
TD194-195
Renewable energy sources
TJ807-830
Environmental sciences
GE1-350
Hea-Jin Lee
Chaereen Han
Hee-jeong Kim
Leah Herner-Patnode
Teaching Multiplication to Students with Mathematical Learning Disabilities (MLD): Analysis of Preservice Teachers’ Lesson Design
description This qualitative study investigated 17 preservice teachers’ lesson design for teaching multiplication to an average performing student and a student with mathematical learning disabilities (MLD). Findings reveal how preservice teachers differentiate mathematics instruction to meet the needs of students. They modified mathematical strategies by providing diverse multiplicative concepts and fitting the form of representations. They accommodated lesson design by setting their expectations based on individual needs, managing instructional structure and progress, and adjusting the cognitive demand of tasks. Some formative assessment skills demonstrated how they understood students’ mathematical thinking and responded to it. The needs for further attention and support in lesson differentiation, including content-oriented alternation for equitable responsive teaching and moving away from short-term solutions to sustainable support, were discussed.
format article
author Hea-Jin Lee
Chaereen Han
Hee-jeong Kim
Leah Herner-Patnode
author_facet Hea-Jin Lee
Chaereen Han
Hee-jeong Kim
Leah Herner-Patnode
author_sort Hea-Jin Lee
title Teaching Multiplication to Students with Mathematical Learning Disabilities (MLD): Analysis of Preservice Teachers’ Lesson Design
title_short Teaching Multiplication to Students with Mathematical Learning Disabilities (MLD): Analysis of Preservice Teachers’ Lesson Design
title_full Teaching Multiplication to Students with Mathematical Learning Disabilities (MLD): Analysis of Preservice Teachers’ Lesson Design
title_fullStr Teaching Multiplication to Students with Mathematical Learning Disabilities (MLD): Analysis of Preservice Teachers’ Lesson Design
title_full_unstemmed Teaching Multiplication to Students with Mathematical Learning Disabilities (MLD): Analysis of Preservice Teachers’ Lesson Design
title_sort teaching multiplication to students with mathematical learning disabilities (mld): analysis of preservice teachers’ lesson design
publisher MDPI AG
publishDate 2021
url https://doaj.org/article/8f61f8a0b5a543adac5cff4c3c3c01d8
work_keys_str_mv AT heajinlee teachingmultiplicationtostudentswithmathematicallearningdisabilitiesmldanalysisofpreserviceteacherslessondesign
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AT heejeongkim teachingmultiplicationtostudentswithmathematicallearningdisabilitiesmldanalysisofpreserviceteacherslessondesign
AT leahhernerpatnode teachingmultiplicationtostudentswithmathematicallearningdisabilitiesmldanalysisofpreserviceteacherslessondesign
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