The researchers conducted a qualitative case study to describe the teaching and learning of a third grade student with a learning disability as he worked on multiplicative tasks with a tutor. The student’s strategies, at participatory and anticipatory levels of understanding, were analyzed to inform instructional decisions we made to support the student’s work. The teacher and the student utilized manipulatives, gestures, and diagrams to support their conversations about multiplicative situations. The student struggled with some multiplicative situations and the tutor made adjustments to the difficulties of the posed tasks and provided visual support for his memory and processing to respond to these struggles. We describe this student’s strengths as a problem‐solver and how he thrived when given the supports he needed and the opportunities to think critically as well as his struggles with tasks posed that were not yet within his reach as a learner. We also discuss the complexity of the challenging instructional decisions that teachers have to make with students like the participant in this study.

中文翻译：

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乘法情况下的教与学：辅导有学习障碍的小学生的案例研究

研究人员进行了定性案例研究，以描述一名患有学习障碍的三年级学生在与导师一起从事乘法任务时的教与学。在参与性和预期性理解水平上，对学生的策略进行了分析，以指导我们为支持学生的工作而做出的指导性决策。老师和学生利用操纵，手势和图表来支持他们关于乘法情况的对话。学生在一些倍增的情境中挣扎，辅导员对所提出的任务的困难进行了调整，并为他的记忆和应对这些挣扎的过程提供了视觉支持。我们将这位学生的能力描述为一个解决问题的人，以及当他获得所需的支持，进行批判性思考的机会以及他所面临的学习任务所不及的努力时，他如何蒸蒸日上。我们还讨论了教师必须与像本研究参与者一样的学生做出的具有挑战性的教学决策的复杂性。