SRSD Fractions: Using Self-Regulated Strategy Development to Support Students' Conceptual and Procedural Fraction Knowledge

Fractions are a cornerstone skill for student success in higher-level mathematics and many practical skills. However, most students do not have proficient fraction conceptual or computational knowledge. Effective and efficient interventions are needed to remediate these skills, especially for students with or at-risk for disabilities. We present a curricular overview of a self-regulated strategy development (SRSD) framework, SRSD Fractions. SRSD Fractions addresses adding and subtracting fractions with unlike denominators, simplifying fractions, and converting fractions to mixed numbers. We summarize research on SRSD Fractions and lessons learned, including implications for future research and practice, especially for students with comorbid behavior and academic challenges.
Author(s): Robin Parks Ennis [sup.1], Mickey Losinski [sup.2] Author Affiliations: (1) grid.265892.2, 0000000106344187, University of Alabama at Birmingham, , EB122 1720 2nd Avenue South, 35294, Birmingham, AL, USA (2) grid.36567.31, [...]