How Students with Mathematics Learning Disabilities Understands Fraction: A Case from the Indonesian Inclusive School

Autor/inn/en	Ikhwanudin, Trisno; Suryadi, Didi
Titel	How Students with Mathematics Learning Disabilities Understands Fraction: A Case from the Indonesian Inclusive School
Quelle	In: International Journal of Instruction, 11 (2018) 3, S.309-326 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Foreign Countries; Junior High School Students; Learning Disabilities; Mathematics Education; Secondary School Mathematics; Fractions; Case Studies; Inclusion; Qualitative Research; Concept Formation; Mathematics Tests; Observation; Teacher Attitudes; Secondary School Teachers; Mathematics Teachers; Interviews; Problem Solving; Number Concepts; Accuracy; Arithmetic; Multiplication; Computation; Indonesia + Suchen Sie Ihr Suchwort? Ausland; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Learning handicap; Lernbehinderung; Mathematische Bildung; Bruchrechnung; Case study; Fallstudie; Case Study; Inklusion; Qualitative Forschung; Concept learning; Begriffsbildung; Beobachtung; Lehrerverhalten; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Problemlösen; Number concept; Zahlbegriff; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Multiplikation; Indonesien
Abstract	This research aims to analyze ways of understanding of students with mathematics learning disabilities when learning fraction. The research was conducted in an Inclusive Junior High School in the West Java Province, Indonesia. This study is qualitative, with the single-case (holistic) designs. The case will focus on three students who suspected of having mathematics learning disabilities when they learn fraction. The data were collected through student tests, observations, document and media analysis, and teacher interview. The data analysis was conducted using interpretational analysis. The results showed that students with mathematics learning disabilities performed two mental acts with corresponding ways of understanding and ways of thinking; those are interpreting and problem-solving. The other interesting findings were: (1) students know the common denominator method in the addition of fractions; however, they incorrectly apply the method; (2) Surprisingly, students used the common denominator approach in the multiplication of fraction; (3) in the division of fraction, students mistakenly apply the invert multiply algorithm. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01