Beyond Error Patterns: A Sociocultural View of Fraction Comparison Errors in Students with Mathematical Learning Disabilities

Autor/in	Lewis, Katherine E.
Titel	Beyond Error Patterns: A Sociocultural View of Fraction Comparison Errors in Students with Mathematical Learning Disabilities
Quelle	In: Learning Disability Quarterly, 39 (2016) 4, S.199-212 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948716658063
Schlagwörter	Learning Disabilities; Mathematics Instruction; Neurological Impairments; Statistical Analysis; Fractions; Error Patterns; Qualitative Research; Video Technology; Tutoring; Adult Students; Mathematical Concepts; Concept Formation; Middle School Students; High School Students; Two Year College Students; Pretests Posttests; Comparative Analysis; Case Studies; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Mathematics lessons; Mathematikunterricht; Neurodegenerative Erkrankung; Statistische Analyse; Bruchrechnung; Fehlertyp; Qualitative Forschung; Förderkonzept; Nachhilfeunterricht; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Concept learning; Begriffsbildung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Case study; Fallstudie; Case Study
Abstract	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 builds upon a quantitative study of fraction comparison errors and a qualitative study of students' understandings to explore why students with MLDs make errors on the easiest fraction comparison problems. A detailed analysis of videotaped individual tutoring sessions with two adult students with MLDs revealed that both students understood mathematical representations in atypical ways, which may help explain the unique and persistent error patterns identified in students with MLDs. This study illustrates how building upon both quantitative and qualitative studies can provide a more nuanced understanding of student errors, which in turn can directly connect to implications for instructional interventions. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01