Delaware Longitudinal Study of Fraction Learning: Implications for Helping Children With Mathematics Difficulties. (November 2017)

• Record Type: Journal Article
• Authors: Jordan, Nancy C.; Resnick, Ilyse; Rodrigues, Jessica; Hansen, Nicole; Dyson, Nancy
• Other Names: Gersten Russell guest-editor.; Jordan Nancy C. guest-editor.
• Is Part Of: Journal of learning disabilities. Volume 50:Number 6(2017)
• Page Start: 621
• Page End: 630
• Publication Date: 2017-11
• Subjects: mathematics difficulties -- mathematics disabilities -- fraction knowledge -- elementary and middle school; Learning disabilities -- Periodicals; 371.905
• DOI: 10.1177/0022219416662033
• Languages: English
• ISSNs: 0022-2194

Abstract

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 that some showed only a basic grasp of the meaning of a fraction even after several years of instruction. Children with low growth in fraction knowledge during the intermediate grades were much more likely to fail to meet state standards on a broad mathematics measure at the end of Grade 6. Although a range of general and mathematics-specific competencies predicted fraction outcomes, the ability to estimate numerical magnitudes on a number line was a uniquely important marker of fraction success. Many children with mathematics difficulties have deep-seated problems related to whole number magnitude representations that are complicated by the introduction of fractions into the curriculum. Implications for helping students with mathematics difficulties are discussed.