ERIC Number: EJ1229921
Record Type: Journal
Publication Date: 2019-Sep
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0952-3383
EISSN: N/A
Available Date: N/A
Investigating the Relationship between Solution Pathway Preference and Accuracy of Adding Fractions for Students with Learning Disabilities
Hwang, Jiwon; Riccomini, Paul J.
British Journal of Special Education, v46 n3 p361-378 Sep 2019
Developing an understanding of fractions is critical, as it is the first connection of whole-number properties to rational numbers within a single framework. The unique properties of fractions necessitate solution processes that are distinctive and often more complicated than whole-number processes, resulting in many students struggling with fractions. The purpose of the current study is to investigate the relationship of US students' solution pathway preferences to accuracy of addition with fractions by achievement group. Results indicate that a preferred solution pathway was used by all three groups and significantly influenced solution accuracy, especially for students with learning disabilities. Our findings reveal a direct link to solution pathway preference and practical application when teaching computation of fractions to struggling students and students with learning disabilities.
Descriptors: Accuracy, Learning Disabilities, Fractions, Mathematics Instruction, Mathematics Achievement, Preferences, Correlation, Teaching Methods, Students with Disabilities
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com.bibliotheek.ehb.be/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A