A metacognitive intervention for teaching fractions to students with or at-risk for learning disabilities in mathematics
AffiliationUniv Arizona, Educ Psychol
Self-regulated strategy development
MetadataShow full item record
CitationHacker, D.J., Kiuhara, S.A. & Levin, J.R. ZDM Mathematics Education (2019) 51: 601. https://doi.org/10.1007/s11858-019-01040-0
Rights© FIZ Karlsruhe 2019
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AbstractAssessment data from the United States and international reports of student achievement indicate that upper elementary students are failing to meet basic levels of proficiency in fractions and writing, and that this is particularly prevalent with students with or at-risk for learning disabilities in mathematics. Proficiency with fractions has been identified as foundational for learning higher-level mathematics but remains one of the most difficult skills for students to learn. In addition, students' difficulty with fractions is exacerbated because of increased chances of comorbidity with language learning problems, particularly difficulties constructing arguments and communicating using writing. We describe FACT+(RC2)-C-2, a language-based, metacognitive instructional intervention that was designed using the Self-Regulated Strategy Development model (SRSD) for teaching foundational concepts of fractions. The results from two studies in which the intervention was administered to upper elementary students who exhibit mathematics difficulties indicated selected increases in students' computational accuracy, quality of mathematical reasoning, number of rhetorical elements, and total words. With evidence of improved performance in these areas, FACT+(RC2)-C-2 holds promise for helping these students become proficient self-regulated learners.
Note12 month embargo; published online: 18 March 2019
VersionFinal accepted manuscript