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ERIC Number: EJ1035694
Record Type: Journal
Publication Date: 2014-Sep
Pages: 21
Abstractor: As Provided
Reference Count: 46
ISSN: ISSN-0013-5984
An Examination of the Ways that Students with Learning Disabilities Solve Fraction Computation Problems
Newton, Kristie J.; Willard, Catherine; Teufel, Christopher
Elementary School Journal, v115 n1 p1-21 Sep 2014
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.
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A