Eva's Opportunity to Learn: A Narrative Analysis of Mathematics Instruction and Self-Regulation

This study explores opportunity to learn (OTL) during mathematics activities for a nine-year-old student girl with difficulty in mathematics. We conducted a teaching experiment comprising 15 instructional sessions. To better understand the student's OTL, our qualitative analysis focused on how...

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Bibliographic Details
Published inInsights on learning disabilities Vol. 20; no. 2; pp. 101 - 122
Main Authors Crawford, Angela R, Kernin, Aysia
Format Journal Article
LanguageEnglish
Published Learning Disabilities Worldwide, Inc 2023
Subjects
Comorbidity
Elementary School Students
Error Correction
Feedback (Response)
Females
Grade 3
Individualized Instruction
Learning Problems
Mathematics Instruction
Metacognition
Special Education
Student Centered Learning
Students with Disabilities
Teaching Methods
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Summary:This study explores opportunity to learn (OTL) during mathematics activities for a nine-year-old student girl with difficulty in mathematics. We conducted a teaching experiment comprising 15 instructional sessions. To better understand the student's OTL, our qualitative analysis focused on how she student demonstrated self-regulation in response to instructional delivery (i.e., explicit instruction and cognitively demanding tasks) and feedback (i.e., corrective, affirmative, and pressing). The student's self-regulatory behaviors indicated a highly graduated, student-centered structure with affirmative, mathematizing feedback supported mathematics learning, while other components of instructional delivery and forms of feedback did not. Thus, we provide an illustration of self-regulation as an indicator of OTL rather than as something to remediate. We argue individualized support can be facilitated by integrating instructional practices from the fields of special education and mathematics education and expanding perspectives on self-regulation, rather than holding singular commitments to particular disciplinary practices and perspectives.
ISSN:1949-1212