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McClellanville Library
Closed for renovations
Phone: (843) 887-3699
Miss Jane's Building (Edisto Library Temporary Location)
9 a.m. – 6 p.m.
Phone: (843) 869-2355
Main Library
9 a.m. - 8 p.m.
Phone: (843) 805-6930
West Ashley Library
9 a.m. – 7 p.m.
Phone: (843) 766-6635
Folly Beach Library
Closed for renovations
Phone: (843) 588-2001
John L. Dart Library
9 a.m. – 7 p.m.
Phone: (843) 722-7550
St. Paul's/Hollywood Library
9 a.m. - 8 p.m.
Phone: (843) 889-3300
Mt. Pleasant Library
9 a.m. – 8 p.m.
Phone: (843) 849-6161
Dorchester Road Library
9 a.m. - 8 p.m.
Phone: (843) 552-6466
Edgar Allan Poe/Sullivan's Island Library
9 a.m. - 6 p.m.
Phone: (843) 883-3914
John's Island Library
9 a.m. – 8 p.m.
Phone: (843) 559-1945
Wando Mount Pleasant Library
9 a.m. - 8 p.m.
Phone: (843) 805-6888
Otranto Road Library
9 a.m. - 8 p.m.
Phone: (843) 572-4094
Hurd/St. Andrews Library
9 a.m. - 8 p.m.
Phone: (843) 766-2546
Baxter-Patrick James Island
9 p.m. - 8 p.m.
Phone: (843) 795-6679
Bees Ferry West Ashley Library
9 a.m. - 8 p.m.
Phone: (843) 805-6892
Village Library
9 a.m. - 6 p.m.
Phone: (843) 884-9741
Keith Summey North Charleston Library
9 a.m. – 8 p.m.
Phone: (843) 744-2489
Mobile Library
9 a.m. - 5 p.m.
Phone: (843) 805-6909
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Using Multiple Representations to Foster Multiplicative Reasoning in Students with Mathematics Learning Disabilities
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- Author(s): Jitendra, Asha K. (ORCID
Jitendra, Asha K. (ORCID 0000-0002-9406-2768 ); Dougherty, Barbara; Sanchez, Victoria; Suchilt, Luisana- Language:
English- Source:
Grantee Submission. 2022.- Publication Date:
2022- Document Type:
Reports - Research - Language:
- Additional Information
- Peer Reviewed: Y
- Source: 25
- Sponsoring Agency: Institute of Education Sciences (ED)
- Contract Number: R324A190101
- Education Level: Elementary Education
- Subject Terms:
- Accession Number: 10.1177/00400599221115627
- Abstract: Developing and supporting understanding of the meaning of multiplication and multiplicative relationships in students with mathematics learning disabilities requires carefully designed instruction that emphasizes strategic representation use. This article discusses three ways in which teachers can incorporate multiple representations within multiplication instruction to develop a deep understanding of underlying mathematical structures. First, it is important to select concrete and semi-concrete representations (e.g., discrete objects and those that illustrate continuous quantities as length or area) that will help students most accurately model the multiplication or division concept or procedure. Next, provide students with multiple representations that are presented concurrently within the same lesson so that they can make connections among the different types of representations. Last, teachers can support students to use and connect representations through mathematical discourse that elicits student thinking by not only structuring tasks around three processes, reversibility, flexibility, and generalization, but also by posing questions to elicit different ways that students can communicate their ideas using accurate and precise vocabulary. [This paper will be published in "TEACHING Exceptional Children."]
- Abstract: As Provided
- IES Funded: Yes
- Publication Date: 2023
- Accession Number: ED628398
- Peer Reviewed:
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