This study used a mixed-methods approach to explore the impact of a fraction intervention on 46 sixth-grade students, including 13 with learning disabilities. Twenty-four students were enrolled in the classroom that received intervention, the remaining students participated in standard instruction. The intervention focused on sorting visual…

The purpose of this study was to investigate the effects of the concrete-representational-abstract--integrated (CRA-I) sequence on students with learning disabilities' performance when learning fraction and decimal concepts. Three elementary-level students in Grades 4 and 6 participated in a single-case multiple probe across behaviors study. The…

This paper presents a replication study investigating the effectiveness of a strategy to assist students with learning difficulties in adding fractions. Drawing on the research conducted by Grünke et al. (2023), this single-case analysis extends the application of the "Look, Ask, Pick" (LAP) mnemonic technique initially introduced by…

Fractions are an integral part of the mathematics curriculum. Most students acquire proficiency with these concepts during the course of their elementary education and are usually able to perform basic fractions operations when reaching middle-school age. However, a considerable number of students require extra help to not fall further and further…

Despite the documented influence of motivation on mathematics learning for most students, we understand far less about this relation for students identified with learning disabilities. Based on Rogoff's three planes of analysis (i.e., personal, community, and interpersonal), we gathered survey, interview, and video data to understand the…

This pilot study examined the promise of a Tier 2 sixth grade intervention program for students at-risk for difficulties in mathematics. The study utilized a quasi-experimental design. The final sample included 112 students in treatment (Promoting Algebra Readiness) and 86 students in control (standard district practice) conditions. The Promoting…

This pilot study examined the promise of a Tier 2 Grade 6 intervention program for students at risk for difficulties in mathematics. The study utilized a quasi-experimental design. The final sample included 112 students in treatment (Promoting Algebra Readiness) and 86 students in control (standard district practice) conditions. The Promoting…

Research suggests that special education teachers lack the pedagogical expertise and content knowledge needed to teach core mathematics standards and to develop the mathematical reasoning of fifth- and sixth-grade students with a mathematics learning disability (MLD). This study used a multiple-baseline design with randomization to examine the…

Interventions are implemented with greater fidelity when their core intent is made explicit. The core intent of this intervention was to increase access to higher order learning opportunities for students with learning disabilities or difficulties in mathematics through use of research and practice from the fields of special education and…

Making sense of fractions is critical for building the mathematical competence of upper elementary students with and at-risk for a mathematics learning disability. The primary aim of this study was to investigate the effectiveness of teaching students with and at-risk for learning disabilities an intervention in which they learned to construct…

The goal of the present article is to synthesize findings to date from the Delaware Longitudinal Study of Fraction Learning. The study followed a large cohort of children (N = 536) between Grades 3 and 6. The findings showed that many students, especially those with diagnosed learning disabilities, made minimal growth in fraction knowledge and…

Research has suggested that different strategies used when solving fraction problems are highly correlated with students' problem-solving accuracy. This study (a) utilized latent profile modeling to classify students into three different strategic developmental levels in solving fraction comparison problems and (b) accordingly provided…

This study synthesized intervention studies focusing on instruction to improve fraction skills. Seventeen studies met the inclusion criteria: being published in English-language peer-reviewed journals or dissertations between 1975 and 2014, and targeting 3rd- through 12th-grade students struggling to learn mathematics. From the "Common Core…