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ERIC Number: ED569127
Record Type: Non-Journal
Publication Date: 2016
Pages: 24
Abstractor: As Provided
Fractions Learning in Children with Mathematics Difficulties
Tian, Jing; Siegler, Robert S.
Grantee Submission, Journal of Learning Disabilities 2016
Learning of 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 MD and typically achieving (TA) children has demonstrated that U.S. children with MD start middle school behind TA peers in fraction understanding and fall further behind during middle school. In contrast, Chinese children who, like the MD children in the U.S. score in the bottom one-third of the distribution in their country, possess reasonably good fraction understanding. We interpret these findings within the framework of the integrated theory of numerical development. By emphasizing the importance of fraction magnitude knowledge for numerical understanding in general, the theory proved useful for understanding differences in fraction knowledge between MD and TA children and for understanding how knowledge can be improved. Several interventions demonstrated the possibility of improving fraction magnitude knowledge and producing benefits that generalize to fraction arithmetic learning among children with MD. The reasonably good fraction understanding of Chinese children with MD and several successful interventions with U.S. students provide hope for the improvement of fraction knowledge among American children with MD. [At time of submission to ERIC this article was in press with the "Journal of Learning Disabilities."]
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A150262; R324C10000484324C