Examining Fraction Performance and Learning Trajectories in Students with Learning Disabilities

Effects of Whole-Class Intervention

Bibliographic Data

ID22048384
AuthorsJessica H Hunt (0000-0003-1155-4431, North Carolina State University, corresponding author), Michelle Taub (0000-0002-6238-1334, University of Central Florida), Matthew T Marino (0000-0003-0884-4462, Central Florida Neurosurgery Institute), Kenneth Holman (0000-0002-4199-0843, Georgia Department of Education)
Year2025
Volume15
Issue9
Pages1234
Publication date2025-09-17
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci15091234
OpenAlexW4414288339
LanguageEN
Citations received1
References cited46

Digital game-based interventions have shown promise in improving STEM engagement and conceptual understanding among elementary students. This study focuses on how a game-enhanced, whole-class mathematics intervention influences the fraction performance and conceptual development of students with learning disabilities (LDs). Using a triangulated mixed methods design, we analyzed pre- and post-intervention data from students in intervention and comparison classrooms. Students participating in the game-based instruction demonstrated medium, positive gains in both performance and conceptual reasoning, in contrast to declines observed in the comparison group. The findings illustrate how equitable design principles can support mathematical growth among students with LDs, with implications for research and practice

Concept learning · Conceptual change · Conceptual framework · Conceptual model · Instructional design · Psychological intervention · Cognitive and developmental aspects of mathematical skills · Educational Games and Gamification · Mathematics Education and Teaching Techniques

Tools

Open DOIOpen Access