Fraction Knowledge in Adults With Persistent Mathematics Difficulties

IF 1.6 4区教育学 Q2 EDUCATION, SPECIAL

Learning Disability Quarterly Pub Date : 2023-05-27 DOI:10.1177/07319487231171380

Parnika Bhatia, Jessica Léone, Marie-Line Gardes, J. Prado

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Abstract

Fractions are challenging for both typically achieving children and adults. Although some prior research has focused on fraction difficulties of children with mathematics difficulties (MD), persistent difficulties encountered by adults with MD remain unknown. It is possible that these adults may be able to compensate for some deficits. Here, we administered an un-timed, paper-based fraction achievement test to adults with and without MD to compare their knowledge of fractions. Compared with controls, adults with MD performed worse in fraction number lines, fraction concepts, fraction arithmetic, and word problems. However, no difference in performance between the two groups was observed on symbolic representations. This suggests that adults with MD might be able to perform rote procedures such as transcoding from a verbal to a symbolic representation but are severely impaired for fraction number line, fraction concept, and fraction arithmetic. Exploratory error pattern analyses for fraction number line and fraction arithmetic further revealed mistakes similar to those observed in prior studies on children with MD, indicating core deficits in fraction understanding in individuals with MD.

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成人数学持续困难的分数知识

分数对于通常成绩优异的儿童和成年人来说都是具有挑战性的。尽管先前的一些研究侧重于数学困难儿童的分数困难，但成人数学困难儿童所遇到的持续困难仍然未知。这些成年人可能能够弥补一些不足。在这里，我们对患有和不患有MD的成年人进行了一项不定时的基于纸张的分数成绩测试，以比较他们对分数的了解。与对照组相比，患有MD的成年人在分数线、分数概念、分数算术和单词问题方面表现较差。然而，两组在符号表示上的表现没有差异。这表明，患有MD的成年人可能能够执行死记硬背的程序，如从语言到符号表示的代码转换，但在分数线、分数概念和分数算术方面严重受损。分数线和分数算术的探索性错误模式分析进一步揭示了与先前对MD儿童的研究中观察到的错误相似的错误，表明MD患者在分数理解方面存在核心缺陷。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning Disability Quarterly Multiple-

CiteScore

3.50

自引率

11.10%

发文量

期刊介绍： Learning Disability Quarterly publishes high-quality research and scholarship concerning children, youth, and adults with learning disabilities. Consistent with that purpose, the journal seeks to publish articles with the potential to impact and improve educational outcomes, opportunities, and services.