Developing an understanding of fractions is critical, as it is the first connection of whole-number properties to rational numbers within a single framework. The unique properties of fractions necessitate solution processes that are distinctive and often more complicated than whole-number processes, resulting in many students struggling with fractions. The purpose of the current study is to investigate the relationship of US students’ solution pathway preferences to accuracy of addition with fractions by achievement group. Results indicate that a preferred solution pathway was used by all three groups and significantly influenced solution accuracy, especially for students with learning disabilities. Our findings reveal a direct link to solution pathway preference and practical application when teaching computation of fractions to struggling students and students with learning disabilities.
All Science Journal Classification (ASJC) codes
- Developmental and Educational Psychology