Abstract Assessment results from two open-construction response mathematical tasks involving fractions and decimals were used to investigate written expression of mathematical reasoning for students with learning disabilities. The solutions and written responses of 51 students with learning disabilities in fourth and fifth grade were analyzed on four primary dimensions: (a) accuracy, (b) five elements of mathematical reasoning, (c) five elements of mathematical writing, and (d) vocabulary use. Results indicate most students were not accurate in their problem solution and communicated minimal mathematical reasoning in their written expression. In addition, students tended to use general vocabulary rather than academic precise math vocabulary and students who provided a visual representation were more likely to answer accurately. To further clarify the students struggles with mathematical reasoning, error analysis indicated a variety of error patterns existed and tended to vary widely by problem type. Our findings call for more instruction and intervention focused on supporting students mathematical reasoning through written expression. Implications for research and practice are presented.

中文翻译：

---

调查学习障碍学生数学推理的书面表达

摘要 两项涉及分数和小数的开放式反应数学任务的评估结果用于调查学习障碍学生数学推理的书面表达。从四个主要维度对 51 名四、五年级学习障碍学生的答案和书面回答进行了分析：(a) 准确性，(b) 数学推理的五个要素，(c) 数学写作的五个要素，以及 (d)词汇使用。结果表明，大多数学生在他们的问题解决方案中并不准确，并且在他们的书面表达中表达的数学推理很少。此外，学生倾向于使用一般词汇而不是学术精确的数学词汇，提供视觉表达的学生更有可能准确回答。为了进一步澄清学生在数学推理方面的困难，错误分析表明存在多种错误模式，并且往往因问题类型而异。我们的研究结果呼吁更多的指导和干预，重点是通过书面表达支持学生进行数学推理。介绍了研究和实践的意义。