Improving the Fraction Word Problem Solving of Students With Mathematics Learning Disabilities Interactive Computer Application

Students with mathematics learning disabilities (MLD) have a weak understanding of fraction concepts and skills, which are foundations of algebra. Such students might benefit from computer-assisted instruction that utilizes evidence-based instructional components (cognitive strategies, feedback, vir...

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Bibliographic Details
Published inRemedial and special education Vol. 38; no. 2; pp. 76 - 86
Main Authors Shin, Mikyung, Bryant, Diane P.
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.03.2017
SAGE Publications and Hammill Institute on Disabilities
SAGE PUBLICATIONS, INC
Subjects
Accuracy
Achievement Tests
Algebra
CAI
Cognitive Processes
Cognitive strategies
Computer Assisted Instruction
Educational Technology
Elementary Secondary Education
Feedback
Fractions
Learning Disabilities
Manipulative Materials
Mathematical Concepts
Mathematics
Mathematics Instruction
Mathematics Skills
Metacognition
Middle schools
Problem Solving
Program Effectiveness
Questionnaires
Special Schools
Students
Students with disabilities
Word Problems (Mathematics)
students with mathematics learning disabilities
virtual manipulatives
cognitive strategy instruction
fractions
word problem solving
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Summary:Students with mathematics learning disabilities (MLD) have a weak understanding of fraction concepts and skills, which are foundations of algebra. Such students might benefit from computer-assisted instruction that utilizes evidence-based instructional components (cognitive strategies, feedback, virtual manipulatives). As a pilot study using a multiple baseline design, with multiple probes, this study investigated the effects of Fun Fraction, a multi-component computer-assisted instructional program, on word problem solving with fractions abilities of three middle school students with MLD. Mixed findings were observed on word problem solving performance from the baseline to intervention phase after students received instruction through Fun Fraction. The percentage of non-overlapping data ranged from 56% through 100%. Limitations, suggestions for future research, and educational implications are discussed.
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ISSN:0741-9325
1538-4756
DOI:10.1177/0741932516669052