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Satsangi, Rajiv; Raines, Alexandra R. – Journal of Learning Disabilities, 2023
As digital technology use increases in K-12 education, greater numbers of strategies become available to support students in mathematics. One technology that provides students diverse representations of mathematical concepts is virtual manipulatives. Although instruction featuring representations with physical manipulatives possesses a large body…
Descriptors: Educational Technology, Manipulative Materials, Computation, Fractions
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Fennell, Francis; Karp, Karen – Journal of Learning Disabilities, 2017
The intent of this commentary is to identify elements of fraction sense and note how the research studies provided in this special issue, in related but somewhat different ways, validate the importance of such understandings. Proficiency with fractions serves as a prerequisite for student success in higher level mathematics, as well as serving as…
Descriptors: Fractions, Number Concepts, Mathematics Instruction, Mathematical Concepts
Gersten, Russell; Schumacher, Robin F.; Jordan, Nancy C. – Journal of Learning Disabilities, 2017
Magnitude understanding is critical for students to develop a deep understanding of fractions and more advanced mathematics curriculum. The research reports in this special issue underscore magnitude understanding for fractions and emphasize number lines as both an assessment and an instructional tool. In this commentary, we discuss how number…
Descriptors: Numbers, Number Systems, Fractions, Mathematical Models
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Matthews, Percival G.; Hubbard, Edward M. – Journal of Learning Disabilities, 2017
The three target articles presented in this special issue converged on an emerging theme: the importance of spatial proportional reasoning. They suggest that the ability to map between symbolic fractions (like 1/5) and nonsymbolic, spatial representations of their sizes or "magnitudes" may be especially important for building robust…
Descriptors: Mathematical Concepts, Fractions, Mathematics Instruction, Symbols (Mathematics)
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Ennis, Robin Parks; Losinski, Mickey – Journal of Learning Disabilities, 2019
Many students fall below benchmarks in the area of fractions computation, particularly students with disabilities. Self-regulated strategy development (SRSD) is one strategy with proven effectiveness for improving outcomes for students with disabilities, although very few studies have applied SRSD to the area of mathematics. In this study, we used…
Descriptors: At Risk Students, Disabilities, Addition, Subtraction
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Berch, Daniel B. – Journal of Learning Disabilities, 2017
In this commentary, I examine some of the distinctive, foundational difficulties in learning fractions and other types of rational numbers encountered by students with a mathematical learning disability and how these differ from the struggles experienced by students classified as low achieving in math. I discuss evidence indicating that students…
Descriptors: Fractions, Mathematical Aptitude, Disabilities, Learning Problems
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Woodward, John – Journal of Learning Disabilities, 2017
This commentary summarizes emerging research into fractions instruction for students who are at risk for failure. Each of the three articles emphasizes a measure conception of fractions. Teaching fractions as measurement helps students learn the magnitude of rational numbers. However, measurement is only part of the way that students should…
Descriptors: Learning Disabilities, Mathematical Concepts, Fractions, Mathematics Instruction
Rodrigues, Jessica; Jordan, Nancy C.; Hansen, Nicole – Journal of Learning Disabilities, 2019
This study investigated the accuracy of three fraction measures (i.e., fraction number line estimation accuracy, general fraction concepts, and fraction arithmetic) for screening fourth graders who might be at risk for mathematics difficulties. Receiver operating characteristic (ROC) curve analyses assessed diagnostic accuracy of the fraction…
Descriptors: Fractions, Screening Tests, At Risk Students, Elementary School Students
Tian, Jing; Siegler, Robert S. – Journal of Learning Disabilities, 2017
Learning fractions is difficult for children in general and especially difficult for children with mathematics difficulties (MD). Recent research on developmental and individual differences in fraction knowledge of children with MD and typically achieving (TA) children has demonstrated that U.S. children with MD start middle school behind their TA…
Descriptors: Fractions, Mathematical Aptitude, Learning Problems, Mathematics Achievement
Foreman-Murray, Lindsay; Fuchs, Lynn S. – Journal of Learning Disabilities, 2019
Students' explanations of their mathematical thinking and conclusions have become a greater part of the assessment landscape in recent years. With a sample of 71 fourth-grade students at risk for mathematics learning disabilities, we investigated the relation between student accuracy in comparing the magnitude of fractions and the quality of…
Descriptors: Elementary School Students, Grade 4, Elementary School Mathematics, Mathematics Skills
Wang, Amber Y.; Fuchs, Lynn S.; Fuchs, Douglas; Gilbert, Jennifer K.; Krowka, Sarah; Abramson, Rebecca – Journal of Learning Disabilities, 2019
The purpose of this study was to explore the efficacy of fractions intervention with and without an embedded self-regulation (SR) component for third-grade students at risk for mathematics disabilities. Fractions intervention focused on magnitude understanding and word problems. Embedded SR was designed to support a growth mindset (fostering…
Descriptors: Mathematics Instruction, Self Management, Elementary School Students, Grade 3
Fuchs, Lynn S.; Malone, Amelia S.; Schumacher, Robin F.; Namkung, Jessica; Wang, Amber – Journal of Learning Disabilities, 2017
In this article, the authors summarize results from 5 randomized controlled trials assessing the effects of intervention to improve the fraction performance of fourth-grade students at risk for difficulty in learning about fractions. The authors begin by explaining the importance of competence with fractions and why an instructional focus on…
Descriptors: Randomized Controlled Trials, Intervention, Fractions, Mathematics Skills
Malone, Amelia S.; Fuchs, Lynn S. – Journal of Learning Disabilities, 2017
The three purposes of this study were to (a) describe fraction ordering errors among at-risk fourth grade students, (b) assess the effect of part-whole understanding and accuracy of fraction magnitude estimation on the probability of committing errors, and (c) examine the effect of students' ability to explain comparing problems on the probability…
Descriptors: Error Patterns, Fractions, Mathematics Instruction, At Risk Students
Jordan, Nancy C.; Resnick, Ilyse; Rodrigues, Jessica; Hansen, Nicole; Dyson, Nancy – Journal of Learning Disabilities, 2017
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…
Descriptors: Mathematics Instruction, Fractions, Longitudinal Studies, Learning Disabilities
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Zhang, Dake; Stecker, Pamela; Huckabee, Sloan; Miller, Rhonda – Journal of Learning Disabilities, 2016
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…
Descriptors: Middle School Students, Fractions, Mathematics Achievement, Low Achievement