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ERIC Number: EJ1134116
Record Type: Journal
Publication Date: 2017
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0741-9325
Improving the Fraction Word Problem Solving of Students with Mathematics Learning Disabilities: Interactive Computer Application
Shin, Mikyung; Bryant, Diane P.
Remedial and Special Education, v38 n2 p76-86 Mar-Apr 2017
Students with mathematics learning disabilities (MLD) have a weak understanding of fraction concepts and skills, which are foundations of algebra. Such students might benefit from computer-assisted instruction that utilizes evidence-based instructional components (cognitive strategies, feedback, virtual manipulatives). As a pilot study using a multiple baseline design, with multiple probes, this study investigated the effects of "Fun Fraction," a multi-component computer-assisted instructional program, on word problem solving with fractions abilities of three middle school students with MLD. Mixed findings were observed on word problem solving performance from the baseline to intervention phase after students received instruction through "Fun Fraction." The percentage of non-overlapping data ranged from 56% through 100%. Limitations, suggestions for future research, and educational implications are discussed.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Wechsler Individual Achievement Test
Grant or Contract Numbers: N/A