An Examination of the Ways that Students with Learning Disabilities Solve Fraction Computation Problems

Autor/inn/en	Newton, Kristie J.; Willard, Catherine; Teufel, Christopher
Titel	An Examination of the Ways that Students with Learning Disabilities Solve Fraction Computation Problems
Quelle	In: Elementary School Journal, 115 (2014) 1, S.1-21 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/676949
Schlagwörter	Learning Disabilities; Mathematics Instruction; Error Patterns; Influences; Problem Solving; Mathematics Skills; Addition; Subtraction; Arithmetic; Computation; Multiplication; Misconceptions; Grade 6; Special Schools; Mathematics Tests; Elementary School Mathematics + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Mathematics lessons; Mathematikunterricht; Fehlertyp; Influence; Einfluss; Einflussfaktor; Problemlösen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Subtraktion; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Multiplikation; Missverständnis; School year 06; 6. Schuljahr; Schuljahr 06; Special school; Sonderschule; Elementare Mathematik; Schulmathematik
Abstract	The purpose of this study was to better understand how students with learning disabilities, including those who struggle specifically with mathematics, engage with fraction computation. In particular, we examined error patterns, the influence of like and unlike denominators on these patterns, and correct solution methods. Although skill-related errors existed, we found that the majority of errors were systematic, indicating predictable difficulties with fraction algorithms. Error patterns changed with like and unlike denominators, particularly for addition and division. All students correctly solved multiplication problems in the same way, but a variety of solution methods were found for some addition, subtraction, and division problems. Implications for research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10