The current study investigated the effectiveness of an intensive writing intervention focusing on mathematical reasoning through written expression. A group pretest–intervention–posttest comparison experimental design was used to implement a 12-lesson intervention, delivered through a combination of Google Classroom and in-person classroom teacher support, to fifth-grade students with specific learning disabilities ( n = 19). Although underpowered, our results indicated the intensive writing intervention led to all students in the intervention group ( n = 11) significantly outperforming the students in the control group ( n = 8) on subtraction and division word problems requiring an explanation of their solution in written form. Additionally, student treatment interviews revealed the strategy was both enjoyable and helpful in solving and explaining their word problem solutions and the teacher provided insight into potential additional scaffolds to support the most intensive students. Lessons learned and implications for research and practice are presented.

中文翻译：

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教有特定学习障碍的五年级学生通过书面表达解释他们的数学推理

当前的研究调查了强化写作干预的有效性，重点是通过书面表达进行数学推理。采用小组前测-干预-后测比较实验设计，通过 Google Classroom 和面对面课堂教师支持相结合，对有特定学习障碍的五年级学生 (n = 19) 实施 12 节课的干预。尽管力度不足，但我们的结果表明，密集的写作干预导致干预组中的所有学生 (n = 11) 在需要书面解释其解决方案的减法和除法应用题上明显优于对照组学生 (n = 8)形式。此外，学生治疗访谈显示，该策略既令人愉快，又有助于解决和解释他们的应用题解决方案，老师还深入了解了支持最密集学生的潜在额外支架。介绍了经验教训以及对研究和实践的影响。