This qualitative case study examined the use of manipulatives in mathematics instruction by six first-year intermediate teachers in a north Texas school district. Their preparation for, access to, and perceptions about manipulatives were examined. Specific content associated with manipulative usage was identified.

Submitted by Maria Suzana Diniz (msuzanad@hotmail.com) on 2015-11-23T12:21:50Z No. of bitstreams: 1 arquivototal.pdf: 5513088 bytes, checksum: bea82a4c181f3089c6182ddfcd4464de (MD5) / Made available in DSpace on 2015-11-23T12:21:50Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 5513088 bytes, checksum: bea82a4c181f3089c6182ddfcd4464de (MD5) Previous issue date: 2015-05-05 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This paper starts from the premise that there are specific discourses of Mathematics and about Mathematics, presenting effective work proposals with the teaching and learning of mathematics in an attempt to minimize the negative discourses imposed on this discipline in teaching practices. Thus, it will be possible a reflection on new possibilities of teaching that consider the construction of new discursive practices around the subject with focus on the interdiscursivity phenomenon. At first It will be developed a characterization of discourse studies, its evolution and impact on the French Discourse Analysis with theoretical anchoring in Brandão (2003/2004), Charaudeau et al (2008), Maingueneau (1984/1993), Althier Revuz (1982) Mussalim (2001) Pêcheux (1990-1999) and Voloshinov (1981). In sequence, the research will depart from an analytical description of Mathematics discourse as a science and development in history from authors such as Avila (2006/2010), Atalay (2007) and Roque (2012); even thought, it's still essential to understand the proposals compreentions and didactic orientations brought by the National Curriculum Parameters of Mathematics (PCNs) as well as the Curriculum Parameters of Mathematics from Pernambuco (PCPE). Later, crystallized socialy discourses about math are presented with theoretical anchoring in Silveira (2012) and Machado (2011) analizing their impacts on the students discursive practices when they take part in a semistructured interview. Getting as a base all this discourse built about math, it was developed an intervention proposal in order to bring a discursive resignification to the teaching based on math education theoreticals. A detailed analysis of this proposal aplication, followed by a new interview, revealed that it is possible to reframe the discourse about Mathematics by producing effects of meaning in new discoursive practices in the classroom. / Este trabalho parte da premissa de que existem discursos próprios da Matemática e sobre a Matemática, para subsidiar propostas de trabalho efetivo ao seu ensino e aprendizagem no sentido de tentar minimizar os discursos negativos instituídos sobre essa disciplina nas práticas pedagógicas. Assim, será possível uma reflexão sobre novas possibilidades de ensino que considerem a construção de novas práticas discursivas em torno da disciplina sob o fenômeno da interdiscursividade. Num primeiro momento, será desenvolvida uma caracterização dos estudos do discurso, sua evolução e incidência sobre a Análise de Discurso Francesa com ancoragem teórica em Brandão (2003 / 2004), Charaudeau et al (2008), Maingueneau (1984 /1993), Althier Revuz (1982), Mussalim (2001), Pêcheux (1990/1999) e Volochinov (1981). Na sequência, a pesquisa partirá de uma descrição analítica do discurso da Matemática enquanto ciência e desenvolvimento na história a partir de autores como Ávila (2006 / 2010), Atalay (2007) e Roque (2012); fazendo-se ainda essencial a compreensão das propostas e orientações didáticas trazidas pelos Parâmetros Curriculares Nacionais de Matemática (PCNs) como também dos Parâmetros Curriculares de Pernambuco de Matemática (PCPE). Posteriormente, são apresentados os discursos socialmente cristalizados sobre a Matemática com ancoragem em autores como Silveira (2012) e Machado (2011) analisando sua incidência nas práticas discursivas dos estudantes quando submetidos a uma entrevista semiestruturada. Tomando por base todo esse discurso construído sobre a Matemática, foi elaborada uma proposta de intervenção via texto instrucional com objetivo de trazer uma ressignificação discursiva ao ensino da disciplina a partir de teóricos da educação matemática. Uma análise detalhada da aplicação dessa proposta seguida de uma nova entrevista revelou que é possível ressignificar o discurso sobre a Matemática mediante a produção de efeitos de sentido em novas práticas discursivas em sala de aula.

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A plethora of research exists suggesting video-based interventions such as video modeling (VM) and video prompting (VP) assist students with severe/profound disabilities, such as autism and intellectual disabilities, to learn academic skills. This study used a single subject multiple-baseline-across-subjects design to evaluate if a VP intervention on a functional, academic math skill had similar effects for adolescent students with mild/moderate specific learning disabilities (SLD). Five high school students (three female and two male) aged 16-17 viewed the video on an iPad to find out about how much money an item would cost if it were a certain percentage on sale. A functional relationship between the intervention and acquisition of the steps necessary to complete the task was discovered. In addition, some students maintained the skills as demonstrated by correctly answering most given word problems when given a post-test. Implications for practice and further research are discussed.

There is a growing body of research that suggests that video-based interventions, such as video modeling and video prompting, are effective tools for teaching academic skills to students with disabilities. This study used a single subject, multiple-baseline-across-subjects design to evaluate whether a video-prompting intervention could effectively assist second grade students who had been identified by their teachers as "struggling"in mathematics to better solve multiplication story problems. Five second grade students (one female and four males) ages 7 to 8 viewed the intervention videos on an iPad that modeled how to solve multiplication word problems. To evaluate the effectiveness of the videos, a rubric was used as the primary measure to assess the domains of problem-solving, communicating, and representing with numbers. Based on visual analysis between baseline and intervention, there was a functional relationship between the introduction of the intervention and the performance on the math problems. In addition, a visual analysis between intervention and maintenance appeared stable for all participants. These results indicate that technology can be used to implement interventions for struggling learners and may be utilized in regular classrooms. Results also demonstrate that video modeling can be a useful instructional tool for helping many individuals, not just those with an identified disability, to learn complex tasks. Implementing video models in a classroom setting could enable teachers to consistently provide interventions to students that work more independently, allowing teachers to work on a more one-on-one or small group basis with their students.

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U.S. students with learning disabilities' math skills acquisition has been on the decline in recent years. Studies show that teachers using traditional methods of teaching math lack knowledge of task analysis, chunking, sequencing, mass practice, modeling, and repetition of instruction. These components of direct instruction or pedagogical activities are hallmarks of special education teaching and are collectively described as cognitive support pedagogy. The study evaluated direct instruction teaching strategies to teach Common Core math to middle school students with learning disabilities, to determine if the current downward trend in math skills acquisition amongst them can be reversed. The theoretical framework of this study was based on Watson's theory of behavioral psychology as it applied to learning and teaching. The participants consisted of a convenience sample of students with learning disabilities. The study used a Solomon 4-group experimental design, in a series of two One-way ANOVAs to measure differences in math score by intervention for pretested and for non-pretested students, with one Factorial 2 X 2 ANOVA which measured for differences by interaction between pre-testing and intervention. Results of ANOVAs were significant at the α-levels of .05 (F (1,78) = 233.66 p < .001), indicating that significant differences existed in math scores of pre-tested students who received intervention and those who did not. The study is significant to teachers, curriculum developers, and instructional leaders because it is the first study of its kind to measure the outcomes of Common Core math using direct instruction and it points a way forward to creating positive social change by increasing students' graduation rates and promoting students' engagement in school and beyond.