### 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.

Original language | English |
---|---|

Pages (from-to) | 621-630 |

Number of pages | 10 |

Journal | Journal of Learning Disabilities |

Volume | 50 |

Issue number | 6 |

DOIs | |

Publication status | Published - 1 Nov 2017 |

Externally published | Yes |

## Fingerprint Dive into the research topics of 'Delaware Longitudinal Study of Fraction Learning: Implications for Helping Children With Mathematics Difficulties'. Together they form a unique fingerprint.

## Cite this

*Journal of Learning Disabilities*,

*50*(6), 621-630. https://doi.org/10.1177/0022219416662033