A Pilot Study of the Efficacy of a Fraction Sense Intervention on the Fraction Knowledge of Students with Disabilities.
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| Title: | A Pilot Study of the Efficacy of a Fraction Sense Intervention on the Fraction Knowledge of Students with Disabilities. |
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| Authors: | Cox, Sarah K.1 (AUTHOR) skcox@msu.edu, Norwine, Laura1 (AUTHOR) |
| Source: | Education & Training in Autism & Developmental Disabilities. Mar2026, Vol. 61 Issue 1, p3-25. 23p. |
| Subject Terms: | *Students with disabilities, *Educational intervention, *Experimental design, *Mathematics education, *Special education, Numeracy |
| Abstract: | Students with disabilities often struggle acquiring fraction knowledge, which is an essential mathematical concept. Although previous researchers have examined fraction interventions, most of the current research base has focused on students at-risk for or with mathematical difficulties, and less attention has been given to students with diagnosed disabilities. Researchers conducted a multiple-probe across participants single-case research design to evaluate the initial efficacy of a fraction sense intervention to support four students with disabilities in their fraction knowledge. While insufficient evidence was found to claim a functional relation, there were observed differences from baseline to intervention performance for all four participants suggesting the need for a more rigorous design to evaluate the effects of the full intervention for individuals with disabilities. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Education & Training in Autism & Developmental Disabilities is the property of Council for Exceptional Children, Division on Autism & Developmental Disabilities and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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