Delaware Longitudinal Study of Fraction Learning: Implications for Helping Children with Mathematics Difficulties

Autor/inn/en	Jordan, Nancy C.; Resnick, Ilyse; Rodrigues, Jessica; Hansen, Nicole; Dyson, Nancy
Titel	Delaware Longitudinal Study of Fraction Learning: Implications for Helping Children with Mathematics Difficulties
Quelle	In: Journal of Learning Disabilities, 50 (2017) 6, S.621-630 (10 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	0022-2194
DOI	10.1177/0022219416662033
Schlagwörter	Mathematics Instruction; Fractions; Longitudinal Studies; Learning Disabilities; Grade 3; Grade 4; Grade 5; Grade 6; Predictor Variables; Mathematics Achievement; Outcome Measures; Clinical Diagnosis; Elementary School Students; Middle School Students; National Competency Tests; Intelligence Tests; Verbal Ability; Vocabulary; Delaware; National Assessment of Educational Progress; Peabody Picture Vocabulary Test; Wechsler Intelligence Scales Short Forms + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Bruchrechnung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Learning handicap; Lernbehinderung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Prädiktor; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz
Abstract	The goal of the present article is to synthesize findings to date from the Delaware Longitudinal Study of Fraction Learning. The study followed a large cohort of children (N = 536) between Grades 3 and 6. The findings showed that many students, especially those with diagnosed learning disabilities, made minimal growth in fraction knowledge and that some showed only a basic grasp of the meaning of a fraction even after several years of instruction. Children with low growth in fraction knowledge during the intermediate grades were much more likely to fail to meet state standards on a broad mathematics measure at the end of Grade 6. Although a range of general and mathematics-specific competencies predicted fraction outcomes, the ability to estimate numerical magnitudes on a number line was a uniquely important marker of fraction success. Many children with mathematics difficulties have deep-seated problems related to whole number magnitude representations that are complicated by the introduction of fractions into the curriculum. Implications for helping students with mathematics difficulties are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01