title: Delaware Longitudinal Study of Fraction Learning: Implications for Helping Children With Mathematics Difficulties.
abstract: The goal of the present article is to synthesize findings to date from the Delaware Longitudinal Study of Fraction Learning. The study followed a large cohort of children ( N = 536) between Grades 3 and 6. The findings showed that many students, especially those with diagnosed learning disabilities, made minimal growth in fraction knowledge and that some showed only a basic grasp of the meaning of a fraction even after several years of instruction. Children with low growth in fraction knowledge during the intermediate grades were much more likely to fail to meet state standards on a broad mathematics measure at the end of Grade 6. Although a range of general and mathematics-specific competencies predicted fraction outcomes, the ability to estimate numerical magnitudes on a number line was a uniquely important marker of fraction success. Many children with mathematics difficulties have deep-seated problems related to whole number magnitude representations that are complicated by the introduction of fractions into the curriculum. Implications for helping students with mathematics difficulties are discussed.
authors: 1 School of Education, University of Delaware, Newark, USA.
authors: Nancy C
authors: NC
authors: Jordan
authors: 1 School of Education, University of Delaware, Newark, USA.
authors: Ilyse
authors: I
authors: Resnick
authors: 1 School of Education, University of Delaware, Newark, USA.
authors: Jessica
authors: J
authors: Rodrigues
authors: 2 Peter Sammartino School of Education, Fairleigh Dickinson University, Teaneck, NJ, USA.
authors: Nicole
authors: N
authors: Hansen
authors: 1 School of Education, University of Delaware, Newark, USA.
authors: Nancy
authors: N
authors: Dyson
mesh_terms: D002648:Child; D003691:Delaware; D060705:Dyscalculia / Q000534:rehabilitation*; D005260:Female; D006801:Humans; D008137:Longitudinal Studies; D008297:Male; D055641:Mathematical Concepts; D008433:Mathematics / Q000193:education*
keywords: elementary and middle school; fraction knowledge; mathematics difficulties; mathematics disabilities