Accuracy of Area Model and Number Line Representations of Fractions for Students with Learning Disabilities

Stephanie Morano, Paul J. Riccomini, Joo Young Lee

Research output: Contribution to journalArticle

Abstract

Assessment results are used to investigate relations between performance on a fraction number line estimation task and a circular area model estimation task for students with LD in Grades 6–8. Results indicate that students’ abilities to represent fractions on number lines and on circular area models are distinct skills. In addition, accurate fraction magnitude estimation using number lines was more strongly related to other fractions skills (e.g., fraction magnitude comparison) than accurate fraction magnitude estimation using circular area models. Our findings call for greater integration of the number line into early fractions instruction, and highlight the importance of explicitly teaching students to make connections between different visual representations of fractions. Implications for research and practice are presented.

Original languageEnglish (US)
JournalLearning Disabilities Research and Practice
DOIs
StatePublished - Jan 1 2019

Fingerprint

Learning Disorders
learning disability
Students
Aptitude
student
Teaching
school grade
instruction
Research
ability
performance

All Science Journal Classification (ASJC) codes

  • Health(social science)
  • Education
  • Developmental and Educational Psychology

Cite this

@article{959e67d120604fc197547a1fcdf99e7d,
title = "Accuracy of Area Model and Number Line Representations of Fractions for Students with Learning Disabilities",
abstract = "Assessment results are used to investigate relations between performance on a fraction number line estimation task and a circular area model estimation task for students with LD in Grades 6–8. Results indicate that students’ abilities to represent fractions on number lines and on circular area models are distinct skills. In addition, accurate fraction magnitude estimation using number lines was more strongly related to other fractions skills (e.g., fraction magnitude comparison) than accurate fraction magnitude estimation using circular area models. Our findings call for greater integration of the number line into early fractions instruction, and highlight the importance of explicitly teaching students to make connections between different visual representations of fractions. Implications for research and practice are presented.",
author = "Stephanie Morano and Riccomini, {Paul J.} and Lee, {Joo Young}",
year = "2019",
month = "1",
day = "1",
doi = "10.1111/ldrp.12197",
language = "English (US)",
journal = "Learning Disabilities Research and Practice",
issn = "0938-8982",
publisher = "Routledge",

}

TY - JOUR

T1 - Accuracy of Area Model and Number Line Representations of Fractions for Students with Learning Disabilities

AU - Morano, Stephanie

AU - Riccomini, Paul J.

AU - Lee, Joo Young

PY - 2019/1/1

Y1 - 2019/1/1

N2 - Assessment results are used to investigate relations between performance on a fraction number line estimation task and a circular area model estimation task for students with LD in Grades 6–8. Results indicate that students’ abilities to represent fractions on number lines and on circular area models are distinct skills. In addition, accurate fraction magnitude estimation using number lines was more strongly related to other fractions skills (e.g., fraction magnitude comparison) than accurate fraction magnitude estimation using circular area models. Our findings call for greater integration of the number line into early fractions instruction, and highlight the importance of explicitly teaching students to make connections between different visual representations of fractions. Implications for research and practice are presented.

AB - Assessment results are used to investigate relations between performance on a fraction number line estimation task and a circular area model estimation task for students with LD in Grades 6–8. Results indicate that students’ abilities to represent fractions on number lines and on circular area models are distinct skills. In addition, accurate fraction magnitude estimation using number lines was more strongly related to other fractions skills (e.g., fraction magnitude comparison) than accurate fraction magnitude estimation using circular area models. Our findings call for greater integration of the number line into early fractions instruction, and highlight the importance of explicitly teaching students to make connections between different visual representations of fractions. Implications for research and practice are presented.

UR - http://www.scopus.com/inward/record.url?scp=85066478153&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85066478153&partnerID=8YFLogxK

U2 - 10.1111/ldrp.12197

DO - 10.1111/ldrp.12197

M3 - Article

JO - Learning Disabilities Research and Practice

JF - Learning Disabilities Research and Practice

SN - 0938-8982

ER -