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Online Collaborative Discourse as a Form of Support for Students with Learning Difficulties in Mathematics

100%
Hatoum M. A.
Studia Edukacyjne
|
2020
|
issue 57
301-319
PL
The present research study was carried out in an online learning environment in a small group of eighth-grade students. The research proposes a learning framework that relies on collaborative mathematical discourse with the intention to promote the reasoning ability of students with difficulties in mathematics. The aim of mathematical discourse is the reciprocal building of the ability of the learner with difficulties to provide explanations during the discourse between the learner and his peers and between the learner and the teacher. This type of learning was found to be effective, and the communicational continuum between the learner and the material and between the learner and the group is preserved. The learning process built on authentic mathematical tasks strengthened the learners’ ability to create communication among themselves. The discourse encouraged the development of mathematical thinking abilities among the learners with difficulties, such as posing arguments and drawing conclusions while explaining and justifying these arguments. The mathematical discourse also encouraged students to choose and to monitor the form and processes of their thinking and increased their problem-solving ability.
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Effects of Competency Programme for Understanding and Guiding Students with Learning Difficulties on Teacher Efficacy, Teaching Passion, and Empathy of Pre-Service Teachers

87%
Lee J., Lee Y., Kim M. H.
The New Educational Review
|
2022
|
vol. 68
139-149
EN
Education for pre-service teachers should focus on developing the competencies necessary to understand and practice learners’ cognitive and emotional characteristics. In this study, after applying the competency programme for understanding and guiding students with learning difficulties to pre-service teachers, the effects of the programme on teacher efficacy, teaching passion, and empathy were verified. As a result, it was found that participating in the experimental group to which the competency programme was applied was more effective than the control group in enhancing teacher efficacy, teaching passion, and empathy of pre-service teachers, and discussion and suggestions were provided.
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