Effects of Ratio Strategies Intervention on Knowledge of Ratio Equivalence for Students With Learning Disability
Abbreviated Journal Title
J. Spec. Educ.
learning disability; mathematics; rational numbers; intervention; strategies; CHILDREN; Education, Special
Students with mathematics learning disabilities have a weak understanding of mathematical concepts that underlie success in Algebra I, such as ratios and proportional reasoning. In this study, researchers used a multiple baseline across participants design to evaluate the effects of a intervention based on a instructional trajectory of how students come to understand ratios through build-up, emergent unit, and unit strategies on performance on a test of ratio equivalence. Student performance during intervention indicated a functional relationship between the instruction and higher scores on a curriculum-based measure across three students. Student use of increasingly sophisticated strategies over the course of the intervention also increased. Results as well as possible implications and future research are discussed.
Journal of Special Education
"Effects of Ratio Strategies Intervention on Knowledge of Ratio Equivalence for Students With Learning Disability" (2014). Faculty Bibliography 2010s. 5485.