Current intervention research in special education focuses on children's responsiveness to teacher modeled strategies and not conceptual development within children's thinking. As a result, there is a need for research that provides a characterization of key understandings (KUs) of fractional quantity evidenced by children with learning disabilities (LD) and how growth of conceptual knowledge may occur within these children's mathematical activity. This case study extends current literature by presenting KUs of fractional quantity, evidenced through problem solving strategies, observable operations, and naming/quantification of one fifth grader with LD before, during, and after seven instructional sessions situated in equal sharing. The researchers utilized a characterization of evolving fraction conceptions developed from research of children without disabilities that was ultimately productive in facilitating conceptual advances of the child with LD. We hypothesize that the trajectory of the child's conceptions is a case of something more general. Pending future research, the trajectory may be a useful tool to practitioners wishing to plan thoughtful, conceptually-based fraction instruction that is responsive to all children's evolving conceptions of fractions as quantities built through their own mathematical activity.
Hunt, J.H., Westenskow, A., Silva, J., & Welch-Ptak, J. (2016). Levels of participatory conceptions of fractional quantity along a purposefully sequenced series of equal sharing tasks: Stu's trajectory. Journal of Mathematical Behavior, 41, 45-67.