Abstract In our study we examined changes in student justifications over time with an intervention that drew from the best instructional practices in the fields of special education and mathematics education. These justifications were provided by teacher-identified struggling second-grade students while engaging in symbolic numerical magnitude comparisons. Following screening, we conducted 8 instructional sessions to promote conceptual understanding of fundamental ideas for numerical magnitude. Using data collected from 71 instructional tasks, we analyzed the types of justifications students provided and how these justifications changed over time. Prior to the intervention, most student justifications involved few components of a valid mathematical justification. Over the course of the study, students provided more valid and generalizable mathematical justifications.

中文翻译：

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将特殊教育和数学教育的观点交织在一起，设计一种干预措施，以提高学生对符号数值大小的理解

摘要 在我们的研究中，我们通过从特殊教育和数学教育领域的最佳教学实践中汲取的干预措施，研究了学生理由随时间的变化。这些理由是由教师认定的二年级学生在进行象征性的数字量级比较时提供的。筛选后，我们进行了 8 次教学会议，以促进对数值量级基本思想的概念性理解。使用从 71 项教学任务中收集的数据，我们分析了学生提供的理由类型以及这些理由如何随时间变化。在干预之前，大多数学生的论证涉及有效数学论证的几个组成部分。在学习过程中，