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
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	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
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 AT chaereenhan teachingmultiplicationtostudentswithmathematicallearningdisabilitiesmldanalysisofpreserviceteacherslessondesign AT heejeongkim teachingmultiplicationtostudentswithmathematicallearningdisabilitiesmldanalysisofpreserviceteacherslessondesign AT leahhernerpatnode teachingmultiplicationtostudentswithmathematicallearningdisabilitiesmldanalysisofpreserviceteacherslessondesign
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Teaching Multiplication to Students with Mathematical Learning Disabilities (MLD): Analysis of Preservice Teachers’ Lesson Design

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