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

• Published in: Remedial and special education Vol. 38; no. 2; pp. 76 - 86
• Main Authors: Shin, Mikyung, Bryant, Diane P.
• Format: Journal Article
• Language: English
• 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

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...