Delaware Longitudinal Study of Fraction Learning

Implications for Helping Children With Mathematics Difficulties

Nancy C. Jordan, Ilyse Resnick, Jessica Rodrigues, Nicole Hansen, Nancy Dyson

Research output: Contribution to journalArticle

22 Citations (Scopus)

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 languageEnglish
Pages (from-to)621-630
Number of pages10
JournalJournal of Learning Disabilities
Volume50
Issue number6
DOIs
Publication statusPublished - 1 Nov 2017
Externally publishedYes

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Mathematics
Longitudinal Studies
longitudinal study
Learning
mathematics
learning
school grade
Students
Aptitude
Learning Disorders
Hand Strength
Growth
learning disability
Curriculum
student
instruction
curriculum
ability

Cite this

Jordan, Nancy C. ; Resnick, Ilyse ; Rodrigues, Jessica ; Hansen, Nicole ; Dyson, Nancy. / Delaware Longitudinal Study of Fraction Learning : Implications for Helping Children With Mathematics Difficulties. In: Journal of Learning Disabilities. 2017 ; Vol. 50, No. 6. pp. 621-630.
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Delaware Longitudinal Study of Fraction Learning : Implications for Helping Children With Mathematics Difficulties. / Jordan, Nancy C.; Resnick, Ilyse; Rodrigues, Jessica; Hansen, Nicole; Dyson, Nancy.

In: Journal of Learning Disabilities, Vol. 50, No. 6, 01.11.2017, p. 621-630.

Research output: Contribution to journalArticle

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AU - Resnick, Ilyse

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AU - Hansen, Nicole

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