A Metacognitive Intervention for Teaching Fractions to Students with or At-Risk for Learning Disabilities in Mathematics

Autor/inn/en	Hacker, Douglas J.; Kiuhara, Sharlene A.; Levin, Joel R.
Titel	A Metacognitive Intervention for Teaching Fractions to Students with or At-Risk for Learning Disabilities in Mathematics
Quelle	In: ZDM: The International Journal on Mathematics Education, 51 (2019) 4, S.601-612 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hacker, Douglas J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-019-01040-0
Schlagwörter	Fractions; Teaching Methods; Mathematics Instruction; Learning Strategies; Learning Problems; Metacognition; Intervention; Elementary School Students; At Risk Students; Learning Disabilities; Comorbidity; Mathematical Concepts; Computation; Accuracy; Language Processing; Mathematical Logic; Instructional Effectiveness; Language Acquisition + Suchen Sie Ihr Suchwort? Bruchrechnung; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lernproblem; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning handicap; Lernbehinderung; Sprachverarbeitung; Mathematical logics; Mathematische Logik; Unterrichtserfolg; Sprachaneignung; Spracherwerb
Abstract	Assessment data from the United States and international reports of student achievement indicate that upper elementary students are failing to meet basic levels of proficiency in fractions and writing, and that this is particularly prevalent with students with or at-risk for learning disabilities in mathematics. Proficiency with fractions has been identified as foundational for learning higher-level mathematics but remains one of the most difficult skills for students to learn. In addition, students' difficulty with fractions is exacerbated because of increased chances of comorbidity with language learning problems, particularly difficulties constructing arguments and communicating using writing. We describe FACT + R[superscript 2]C[superscript 2], a language-based, metacognitive instructional intervention that was designed using the Self-Regulated Strategy Development model (SRSD) for teaching foundational concepts of fractions. The results from two studies in which the intervention was administered to upper elementary students who exhibit mathematics difficulties indicated selected increases in students' computational accuracy, quality of mathematical reasoning, number of rhetorical elements, and total words. With evidence of improved performance in these areas, FACT + R[superscript 2]C[superscript 2] holds promise for helping these students become proficient self-regulated learners. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01