Open Access Open Access  Restricted Access Subscription Access

Remediating Difficulty with Fractions for Students with Mathematics Learning Difficulties

Jessica Namkung, Lynn Fuchs

Abstract


Competence with fractions is foundational to acquiring more advanced mathematical skills. However, achieving competency with fractions is challenging for many students, especially for those with mathematics learning difficulties who often lack foundational skill with whole numbers. Teaching fractions is also challenging for many teachers as they often experience gaps in their own fractions knowledge. In this article, the authors explain the sources of difficulty when learning and teaching fractions. Then, the authors describe effective instructional strategies for teaching fractions, derived from three randomized control trials. Implications for practice are discussed.

Subscribe to LDMJ


Keywords


Fractions; instructional strategies; mathematics learning difficulties

Full Text:

PDF


DOI: https://doi.org/10.18666/LDMJ-2019-V24-I2-9902

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Sagamore Publishing LLC