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Improving Understanding of Fractions among Students with Mathematical Learning Difficulties

Assessment Intervention Learning Policy Training

Abstract

The major focus of this work is building a solid foundation of conceptual understanding of fractional magnitudes for students with mathematics learning difficulties. In Years 1-4, we develop intervention components toward this end and conduct research to develop evidence-based fidelity of implementation tools and to assess the effects of each year's component on conceptual understanding and procedural skill with fractional quantities. In Year 5, we develop an intervention component that addresses fractional procedures, and we conduct research to develop evidence-based fidelity of implementation tools, even as we examine the effects of that intervention when implemented with and without conceptual intervention. This permits us to explore whether conceptual understanding mediates procedural skill.  Grant ID: 242


 
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