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Direct linkColleen O'Donnell Oppenzato – ProQuest LLC, 2024
Many U.S. students possess only a weak knowledge of fraction arithmetic. I hypothesize that textbooks are a critical reason for students' poor performance on fraction arithmetic. This is not because of what textbooks contain but rather because of what they lack. Distributions of fraction arithmetic problems in textbooks are imbalanced, with…
Descriptors: Fractions, Arithmetic, Mathematics Instruction, Comparative Analysis
Download full textKamberi, Saranda; Latifi, Ismet; Rexhepi, Shpetim; Iseni, Egzona – International Electronic Journal of Mathematics Education, 2022
In this paper, we have tried to clearly explain the meaning of fractions and operations with fractions. Also, we have tried to illustrate with some examples how to apply the rules of operations with fractional numbers, giving different practical techniques through different figures, visualization methods, and concretizing problems. The paper…
Descriptors: Illustrations, Fractions, Mathematics Instruction, Foreign Countries
Bottge, Brian A.; Cohen, Allan S.; Choi, Hye-Jeong – Exceptional Children, 2018
In this article, we describe results of a reanalysis of two randomized studies that tested the effects of enhanced anchored instruction (EAI) on the fractions computation performance of students in special education resource rooms and inclusive mathematics classrooms. Latent class analysis and latent transition analysis classified students…
Descriptors: Mathematics Instruction, Intervention, Resource Room Programs, Inclusion
Malone, Amelia S.; Fuchs, Lynn S. – Journal of Learning Disabilities, 2017
The three purposes of this study were to (a) describe fraction ordering errors among at-risk fourth grade students, (b) assess the effect of part-whole understanding and accuracy of fraction magnitude estimation on the probability of committing errors, and (c) examine the effect of students' ability to explain comparing problems on the probability…
Descriptors: Error Patterns, Fractions, Mathematics Instruction, At Risk Students
Bottge, Brian A.; Cohen, Allan S.; Choi, Hye-Jeong – Grantee Submission, 2017
In this article, we describe results of a reanalysis of two randomized studies that tested the effects of enhanced anchored instruction (EAI) on the fractions computation performance of students in special education resource rooms and inclusive mathematics classrooms. Latent class analysis and latent transition analysis classified students…
Descriptors: Mathematics Instruction, Intervention, Resource Room Programs, Inclusion
Lewis, Katherine E. – Learning Disability Quarterly, 2016
Although many students struggle with fractions, students with mathematical learning disabilities (MLDs) experience pervasive difficulties because of neurological differences in how they process numerical information. These students make errors that are qualitatively different than their typically achieving and low-achieving peers. This study…
Descriptors: Learning Disabilities, Mathematics Instruction, Neurological Impairments, Statistical Analysis
Peer reviewedPaik, Jae H.; Mix, Kelly S. – Child Development, 2003
Two experiments tested claim that transparency of Korean fraction names promotes fraction concepts. Findings indicated that U.S. and Korean first- and second-graders erred similarly on a fraction-identification task, by treating fractions as whole numbers. Korean children performed at chance when whole-number representation was included but…
Descriptors: Children, Cognitive Development, Comparative Analysis, Cross Cultural Studies
