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Classroom instruction focused on discussion-based learning opportunities can provide productive and inclusive learning experiences for all students, including students with learning disabilities in mathematics and those without learning disabilities. Mathematical discourse allows students to share their ideas, justify their thinking, critique the reasoning of others, and refine their thought processes. While one might typically envision mathematical discourse happening during face-to-face instruction, meaningful discourse can also occur in online learning environments. This article presents a blended format of both synchronous and asynchronous learning opportunities, coupled with Smith and Stein’s (2018) “5 Practices” for productive mathematical discourse, to support teachers in designing and facilitating lessons in which all students are actively engaged in the learning processes both for themselves and their classmates.
Harbour et al. (Mon,) studied this question.