Many students have a dominant part-whole conception of fractions. We examine why this is problematic and explore strategies to move students beyond this limitation.
Beware of “Gaps” in Students’ Fraction Conceptions
Patrick L. Sullivan, Joann E. Barnett, and Kurt Killion
Create the Positive Change: Be a Change Agent
We can be catalysts for change in mathematics classrooms. One example shared, hopefully many more are inspired by these words.
The Power of Interviewing Students
Theresa J. MacVicar, Amy R. Brodesky, and Emily R. Fagan
A teacher uses formative assessment interviews to uncover evidence of students’ understandings and to plan targeted instruction in a mathematics intervention class. We present an example of a student interview, a discussion of the benefits and challenges of conducting interviews, and actionable suggestions for implementing them.
Difference Not Deficit: Reconceptualizing Mathematical Learning Disabilities
Katherine E. Lewis
Mathematical learning disability (MLD) research often conflates low achievement with disabilities and focuses exclusively on deficits of students with MLDs. In this study, the author adopts an alternative approach using a response-to-intervention MLD classification model to identify the resources students draw on rather than the skills they lack. Detailed diagnostic analyses of the sessions revealed that the students understood mathematical representations in atypical ways and that this directly contributed to the persistent difficulties they experienced. Implications for screening and remediation approaches are discussed.
Systematic Interventions for Teaching Ratios
Amy E. Hunter, Sarah B. Bush, and Karen Karp
Consider this research-based intervention approach to ratio using concrete, semiconcrete, and abstract representations to help students who struggle with this concept.
Call for Manuscripts: Response to Intervention
This call for manuscripts is requesting articles that address how to identify and assist students who need additional help in grasping a concept to avoid failure.