Title

Effects Of Ratio Strategies Intervention On Knowledge Of Ratio Equivalence For Students With Learning Disability

Keywords

intervention; learning disability; mathematics; rational numbers; strategies

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.

Publication Date

11-8-2014

Publication Title

Journal of Special Education

Volume

48

Issue

3

Number of Pages

180-190

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1177/0022466912474102

Socpus ID

84908567765 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/84908567765

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