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Direct linkTaylor Lesner; Marah Sutherland; Cayla Lussier; Ben Clarke – Intervention in School and Clinic, 2024
Building proficiency with fraction arithmetic poses a consistent challenge for students with learning difficulties or disabilities in mathematics. This article illustrates how teachers can use the number line model to support struggling learners in making sense of fraction arithmetic. Number lines are a powerful tool that can be used to help…
Descriptors: Number Concepts, Fractions, Arithmetic, Mathematics Skills
Losinski, Mickey L.; Ennis, Robin P.; Sanders, Sara A.; Nelson, Jessica A. – Journal of Special Education, 2019
Math outcomes for students with disabilities, in particular students with emotional disturbance (ED), are bleak, warranting intervention strategies that have research to support their utility. The purpose of this meta-analysis was to examine the literature of math interventions used with students with ED to improve math outcome variables. Our…
Descriptors: Outcomes of Education, Evidence Based Practice, Mathematics Education, Intervention
Jitendra, Asha K.; Nelson, Gena; Pulles, Sandra M.; Kiss, Allyson J.; Houseworth, James – Exceptional Children, 2016
The purpose of the present review was to evaluate the quality of the research and evidence base for representation of problems as a strategy to enhance the mathematical performance of students with learning disabilities and those at risk for mathematics difficulties. The authors evaluated 25 experimental and quasiexperimental studies according to…
Descriptors: Mathematics Instruction, Mathematics Skills, Mathematics Achievement, Learning Problems
