Analysis of proportional reasoning and misconceptions among students with mathematical learning disabilities
DC Field | Value | Language |
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dc.contributor.author | Im, Soo-hyun | - |
dc.contributor.author | Jitendra, Asha K. | - |
dc.date.accessioned | 2022-07-08T09:22:12Z | - |
dc.date.available | 2022-07-08T09:22:12Z | - |
dc.date.created | 2021-05-14 | - |
dc.date.issued | 2020-03 | - |
dc.identifier.issn | 0732-3123 | - |
dc.identifier.uri | https://scholarworks.bwise.kr/hanyang/handle/2021.sw.hanyang/145979 | - |
dc.description.abstract | We investigated not only the effects of schema-based instruction (SBI) on the mathematical outcomes of seventh-grade students with mathematical learning disabilities (MLD), but also extended prior work to analyze students’ written explanations on open-ended items involving ratio and proportion situations—ratio, proportion, and percent of change problems— to understand the ability to reason about proportions and identify misconceptions. The sample of 338 students with MLD [scored below the 25th percentile on a proportional problem solving (PPS) pretest] was taken from Jitendra, Harwell, Im, et al. (2019), which randomly assigned classrooms to either the SBI or control condition. Students with MLD in SBI classrooms outperformed their counterparts in control classrooms on proportional problem solving and general mathematics problem solving. Similar results, favoring the SBI condition, were found on the open-ended items; however, overall mean scores across pretest, posttest, and delayed posttest were low. Findings provide evidence for the limited understanding of fractional representations of ratios and highlight students’ persistent use of numerical and additive reasoning in explaining their low performance on the open-ended items. | - |
dc.language | 영어 | - |
dc.language.iso | en | - |
dc.publisher | ELSEVIER SCIENCE INC | - |
dc.title | Analysis of proportional reasoning and misconceptions among students with mathematical learning disabilities | - |
dc.type | Article | - |
dc.contributor.affiliatedAuthor | Im, Soo-hyun | - |
dc.identifier.doi | 10.1016/j.jmathb.2019.100753 | - |
dc.identifier.scopusid | 2-s2.0-85077649666 | - |
dc.identifier.wosid | 000528834700001 | - |
dc.identifier.bibliographicCitation | JOURNAL OF MATHEMATICAL BEHAVIOR, v.57, pp.1 - 20 | - |
dc.relation.isPartOf | JOURNAL OF MATHEMATICAL BEHAVIOR | - |
dc.citation.title | JOURNAL OF MATHEMATICAL BEHAVIOR | - |
dc.citation.volume | 57 | - |
dc.citation.startPage | 1 | - |
dc.citation.endPage | 20 | - |
dc.type.rims | ART | - |
dc.type.docType | 정기학술지(Article(Perspective Article포함)) | - |
dc.description.journalClass | 1 | - |
dc.description.isOpenAccess | N | - |
dc.description.journalRegisteredClass | scopus | - |
dc.relation.journalResearchArea | Education & Educational Research | - |
dc.relation.journalWebOfScienceCategory | Education & Educational Research | - |
dc.subject.keywordPlus | MIDDLE SCHOOL STUDENTSPROBLEM-SOLVING INSTRUCTIONSCHEMA-BASED INSTRUCTIONWORKING-MEMORYWORD-PROBLEMSCHILDRENINTERVENTIONKNOWLEDGERATIOMULTIPLICATION | - |
dc.subject.keywordAuthor | Proportional reasoning | - |
dc.subject.keywordAuthor | Students with mathematical learning disabilities | - |
dc.subject.keywordAuthor | Schema-based instruction | - |
dc.subject.keywordAuthor | Error analysis | - |
dc.identifier.url | https://www.sciencedirect.com/science/article/pii/S0732312319300550?via%3Dihub | - |
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