Gina’s mathematics: Thinking, tricks, or “teaching”?
Students with learning disabilities display a diverse array of factors that interplay with their mathematical understanding. Our aim in this paper is to discuss the extent to which one case study elementary school child with identified learning disabilities (LDs) made sense of composite units and unit fractions. We present analysis and results from multiple sessions conducted during a teaching experiment cast as one-on-one intervention.
This paper discusses the extent to which one case study elementary school child with identified learning disabilities (LDs) made sense of composite units and unit fractions.