Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Abstract Reasoning | 1 |
| Elementary School Students | 1 |
| Females | 1 |
| Fractions | 1 |
| Grade 3 | 1 |
| Intervention | 1 |
| Learning Disabilities | 1 |
| Low Achievement | 1 |
| Mathematics Instruction | 1 |
| Mathematics Tests | 1 |
| Teaching Methods | 1 |
| More ▼ | |
Source
| North American Chapter of the… | 1 |
Publication Type
| Reports - Research | 1 |
| Speeches/Meeting Papers | 1 |
Education Level
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Grade 3 | 1 |
| Primary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Download full textHunt, Jessica; MacDonald, Beth; Silva, Juanita – North American Chapter of the International Group for the Psychology of Mathematics Education, 2018
We present study findings that depict the natural and fractional number knowledge of one third grade student with learning disabilities (LDs) in seven experimental sessions. We utilize qualitative analysis methods to illustrate how this student evidenced her knowledge of natural number and fractions through her interactions with varied learning…
Descriptors: Mathematics Instruction, Fractions, Grade 3, Elementary School Students
