Informed by a constructivist-based, student-adaptive pedagogical approach, this study explores the benefits of teacher–learner discourse moves for the mathematics learning of students with learning disabilities (LD). During a constructivist teaching experiment for nurturing the multiplicative reasoning and problem solving of five third-grade students with school-identified LD, we analyzed the global trends and detailed dynamics of teacher–student interactions with statistical discourse analysis. We found that the teacher’s discourse moves to support each individual student’s problem solving helped engage them in mathematical reasoning, which improved their problem-solving performance. Thus, this study contributes to knowledge in the field of special education by (a) specifying ways in which discourse-oriented mathematics instruction can help each student with LD and (b) showcasing a novel statistical analysis of teacher–student discourse.

中文翻译：

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将师生话语与学习障碍学生的数学推理联系起来：一项探索性研究

在以建构主义为基础，学生自适应的教学方法的指导下，本研究探索了师生话语动作对学习障碍学生（LD）进行数学学习的好处。在一个建构主义的教学实验中，通过学校话语学习来培养五位三年级学生的乘法推理和问题解决能力，我们使用统计话语分析分析了全球趋势和师生互动的详细动态。我们发现，教师的话语行动支持每个学生的问题解决，帮助他们进行数学推理，从而提高了他们解决问题的能力。从而，