A Review of the Literature: Fraction Instruction for Struggling Learners in Mathematics

By Radhika Misquitta. 2011

93 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/f19ecc4d645591b64885e47ebbc262a7f1c6cf6f

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Citations in the corpus

Preservice elementary school teachers’ knowledge of fractions: a mirror of students’ knowledge? (2014, background): “…literature, there is a debate about whether procedural knowledge precedes conceptual knowledge, or vice versa, or whether it is an iterative process (Misquitta 2011, Rittle-Johnson and Alibali 1999, Rittle-Johnson and Siegler 1998, Rittle-Johnson et al. 2001, Siegler 1991, Siegler and Crowley…”
Effects of Blended Instructional Models on Math Performance (2014, background): “Much of the students’ low math performance can be traced to computing with fractions and problem solving (see Misquitta, 2011), two areas of difficulty that have been identified for many years on large-scale assessments and in research studies.”
Improving At-Risk Learners' Understanding of Fractions (2013, background): “Only a handful of studies have assessed the efficacy of fraction instruction or intervention (Misquitta, 2011).”
Mathematical Interventions for Secondary Students With Learning Disabilities and Mathematics Difficulties: A Meta-Analysis (2018, background): “, 2009; Swanson & Hoskyn, 1998), or they focused on specific mathematical content instruction, such as word problem solving (Xin & Jitendra, 1999; Zhang & Xin, 2012; Zheng, Flynn, & Swanson, 2013), fractions (Misquitta, 2011; Shin & Bryant, 2015), and algebra (Hughes, Witzel, Riccomini, Fries, & Kan”
Is Mathematical Representation of Problems an Evidence-Based Strategy for Students With Mathematics Difficulties? (2016, methodology): “Second, we searched the citation lists of relevant review articles (e.g., Gersten, Beckmann, et al., 2009; Gersten, Chard et al., 2009; Misquitta, 2011; Zhang & Xin, 2012; Zheng, Flynn, & Swanson, 2013) as well as conducted an ancestral search of reference lists of eligible studies.”
Interventions to Improve Fraction Skills for Students With Disabilities: A Meta-Analysis (2019, methodology): “Previous research has evaluated the effects of four main approaches to fraction instruction: anchored, explicit, graduated, and strategy instruction (Misquitta, 2011).”
Evidence–Based Practices: Applications of Concrete Representational Abstract Framework across Math Concepts for Students with Mathematics Disabilities (2016, background): “Misquitta (2011) noted that direct and explicit instructional strategies are effective for developing conceptual and procedural knowledge of fractions for students who are at-risk for MD. Jordan et al. (1999) noted that fourth grade students instructed with the concrete to semiconcrete to abstract…”