THE EFFECTS OF THE THINK INTERACTION FRAMEWORK AS AN INTERVENTION TO SUPPORT STUDENTS' ENGAGEMENT IN MATHEMATICAL DISCOURSE AND MOVEMENT TOWARD MATHEMATICAL PROFICIENCY

Abstract

To prepare students to compete for jobs in the global economy, teachers must find ways to teach mathematics and higher order thinking skills using effective teaching practices that not only engage all students in inquiry-based activities that promote problem solving and reasoning skills but that also develop and encourage effective communication skills. Though research in mathematics education has shown that all students can benefit from using effective teaching practices that engage students in the learning process, educators in the field of special education assert that students who are at risk for mathematical difficulties or who are identified with a specific learning disability (SLD) may benefit from traditional instructional practices that include rote memorization, teacher modeling, and direct instruction. However, both mathematics and special educators agree that students at risk for mathematical difficulties struggle with learning mathematics. Though a pedagogical disconnect exits between the fields of mathematics and special education, a review of literature revealed that both fields espouse the effectiveness of heuristics in teaching mathematics. Whereas mathematics educators use heuristics during inquiry-based activities to encourage student reasoning and collaboration, special educators use heuristics as an intervention to promote verbalization and procedural fluency. The common thread between the two types of implementation is the use of language.

Based upon Vygotsky’s theory of social constructivism, this study investigated the effectiveness of heuristics as an intervention tool to promote student discourse and movement toward mathematical proficiency among students who are at risk for mathematical difficulties. Specifically, this embedded multiple case study examined the effects of the THINK interaction framework on students’ discourse and movement toward mathematical proficiency in a ninth-grade mathematics intervention course. Qualitative data were collected in the form of student interviews, classroom observations, audio recordings, and student work samples. Results revealed that a change in each of the participants’ exploratory talk occurred. Further, each of the participants’ demonstrated movement in various strands of mathematical proficiency. Implications for classroom practice and suggestions for future research are discussed.