Mathematics-writing profiles for students with mathematics difficulty

Utilizing Emergent AI Chatbot Technology to Generate Mathematical Writing Models for Elementary Students With Learning Disabilities

“…Considering the multiple cognitive demands of MW, there are several avenues by which many students with LD may struggle (Powell & Hebert, 2016). For instance, students with LD may experience difficulties with mathematics vocabulary, grammar, organization, clarity, precision, and leveraging their content knowledge to solve problems accurately (Arsenault et al, 2022). Teachers should also not expect students' writing skills in other explanatory writing genres to generalize to MW since it has its own set of expectations related to purpose, organization, content knowledge, and vocabulary (Arsenault et al, 2022).…”

“…For instance, students with LD may experience difficulties with mathematics vocabulary, grammar, organization, clarity, precision, and leveraging their content knowledge to solve problems accurately (Arsenault et al, 2022). Teachers should also not expect students' writing skills in other explanatory writing genres to generalize to MW since it has its own set of expectations related to purpose, organization, content knowledge, and vocabulary (Arsenault et al, 2022). Thus, MW instruction should be distinct from general writing instruction and employ MW-specific models.…”

“…However, many students with learning disabilities (LD) face challenges with mathematical writing (MW), which requires the deft use of writing skills, mathematical language, and mathematical content knowledge (Graham & Harris, 2013;Powell & Hebert, 2016). However, interventions that target mathematics content alone are insufficient for developing MW skills (Arsenault et al, 2022), and students with LD need instruction that specifically targets content knowledge and writing skills.Few studies have directly examined explicit MW instruction for K-12 students (Hebert et al, 2019;Powell et al, 2017). However, one promising practice-drawn from an evidence-based approach to general writing instruction for students with LD (Graham et al, 2012)-is to examine, evaluate, and revise models (i.e., exemplars/non-exemplars).…”

“…However, many students with learning disabilities (LD) face challenges with mathematical writing (MW), which requires the deft use of writing skills, mathematical language, and mathematical content knowledge (Graham & Harris, 2013; Powell & Hebert, 2016). However, interventions that target mathematics content alone are insufficient for developing MW skills (Arsenault et al, 2022), and students with LD need instruction that specifically targets content knowledge and writing skills.…”