TY - JOUR

T1 - Delaware Longitudinal Study of Fraction Learning

T2 - Implications for Helping Children With Mathematics Difficulties

AU - Jordan, Nancy C.

AU - Resnick, Ilyse

AU - Rodrigues, Jessica

AU - Hansen, Nicole

AU - Dyson, Nancy

PY - 2017/11/1

Y1 - 2017/11/1

N2 - 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.

AB - 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.

KW - elementary and middle school

KW - fraction knowledge

KW - mathematics difficulties

KW - mathematics disabilities

UR - http://www.scopus.com/inward/record.url?scp=85024490901&partnerID=8YFLogxK

UR - http://www.mendeley.com/research/delaware-longitudinal-study-fraction-learning

U2 - 10.1177/0022219416662033

DO - 10.1177/0022219416662033

M3 - Article

C2 - 27506551

AN - SCOPUS:85024490901

VL - 50

SP - 621

EP - 630

JO - Journal of Learning Disabilities

JF - Journal of Learning Disabilities

SN - 0022-2194

IS - 6

ER -