Abstract

Secondary students, especially those with learning disabilities, often lack an understanding of computations involving fractions. Much of the secondary math core, especially algebra, requires an understanding of fractions to be able to successfully complete core classes. Instruction on fraction concepts in not part of the secondary core standards. These students are expected to already have this knowledge. There is a need for students with learning disabilities who struggle with fraction computations to receive instruction on fraction concepts in addition to their core instruction. This study used direct instruction and fluency practice as an intervention to teach basic fraction skills to two secondary students with learning disabilities. A multiple probe multiple baseline design was used. Results suggest that fluency training has a positive impact on secondary students' acquisition and retention of basic fraction skills. The implications of this study suggest that this intervention is a viable option to help students acquire fraction skills in a minimal amount of time.

Degree

MS

College and Department

David O. McKay School of Education; Counseling Psychology and Special Education

Rights

http://lib.byu.edu/about/copyright/

Date Submitted

2017-04-01

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd9206

Keywords

mathematical instruction, fractions, secondary, disabilities, fluency

Language

english

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