01752nam a22001817a 4500 20241223143316.0 241223b |||||||| |||| 00| 0 eng d LDD Network, Kristie J. et al. Elements of instruction that motivate students with learning disabilities to learn fractions UK : Taylor and Francis, 2024 p. 238-257 Mathematical Thinking and Learning Vol. 26(3) Despite the documented influence of motivation on mathematics learning for most students, we understand far less about this relation for students identified with learning disabilities. Based on Rogoff’s three planes of analysis (i.e., personal, community, and interpersonal), we gathered survey, interview, and video data to understand the motivations of sixth graders in a special education mathematics classroom as well as classroom conditions that supported motivation during a unit on fractions. By the end of that unit, students reported improved ability beliefs and attributed the changes to increased conceptual understanding of fractions, exposure to strategies for sense making, and the additional time and assistance provided to them. Through video analysis, we also found that having students verbalize their thinking about the mathematics can provide opportunities to identify remediation needs and thus support productive participation and positive ability beliefs. These findings highlight the motivational value of effective mathematics instruction for students with learning disabilities. Motivation click here to online access https://www.tandfonline.com/doi/full/10.1080/10986065.2022.2087141#abstract ddc ARTICLES 0 193467 193467 2024-12-23 14:34:04 0 2024-12-23 ARTICLES 0 ddc 0 0 0 LDD LDD 2024-12-23