Effects of Ratio Strategies Intervention on Knowledge of Ratio Equivalence for Students With Learning Disability

    Authors

    J. H. Hunt;E. Vasquez

    Comments

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    Abbreviated Journal Title

    J. Spec. Educ.

    Keywords

    learning disability; mathematics; rational numbers; intervention; strategies; CHILDREN; Education, Special

    Abstract

    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 Title

    Journal of Special Education

    Volume

    48

    Issue/Number

    3

    Publication Date

    1-1-2014

    Document Type

    Article

    Language

    English

    First Page

    180

    Last Page

    190

    WOS Identifier

    WOS:000342742000003

    ISSN

    0022-4669

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