Constructing Written Arguments for Developing Mathematical Reasoning for Students With Learning Difficulties in the Elementary Grades

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Author(s): Sharlene A. Kiuhara (University of Utah, USA)
Copyright: 2024
Pages: 15
Source title: Illuminating and Advancing the Path for Mathematical Writing Research
Source Author(s)/Editor(s): Madelyn W. Colonnese (Reading and Elementary Education Department, Cato College of Education, University of North Carolina at Charlotte, USA), Tutita M. Casa (Department of Curriculum and Instruction, Neag School of Education, University of Connecticut, USA)and Fabiana Cardetti (Department of Mathematics, College of Liberal Arts and Sciences, University of Connecticut, USA)
DOI: 10.4018/978-1-6684-6538-7.ch016

Keywords: Information Science Reference / Library & Information Science / Research Methods

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Abstract

Using argument writing to enhance students' mathematics learning has been shown to increase students' content knowledge. Investigating argument writing has also been found to increase the content knowledge and quality of mathematical reasoning of students with learning challenges. This chapter examines the instructional challenges for implementing mathematics writing to students who experience learning difficulties, evidence-based practices to address these students' math and writing needs, and a closer look at how constructing written arguments can enhance fraction knowledge and genre knowledge for students with learning difficulties.

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Constructing Written Arguments for Developing Mathematical Reasoning for Students With Learning Difficulties in the Elementary Grades

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