One of the most relentless areas of difficulty in mathematics for children with learning disabilities (LDs) and difficulties is fractions. We report the development and initial testing of an intervention designed to increase access to and advancement in conceptual understanding. Our asset-based theory of change—a tested and confirmed learning trajectory of fraction concepts of students with LDs grounded in student-centered instruction—served as the basis for our multistage scientific design process. We report on foundational (i.e., a theory of change, establishment and refinement of learning trajectories, and core instructional components) and evaluative (pilot data on student outcomes) components of the intervention. The results of the study reveal positive effects of the program’s fidelity and potential to improve student outcomes in school settings. The positive outcomes support continued exploration and expansion of a new framework for supplemental intervention grounded in trajectories of student learning.

小数是学习障碍儿童最难解决的数学难题之一。我们报告了旨在增加获取和理解概念的干预措施的开发和初步测试。我们基于资产的变革理论（经过测试和证实的基于LD的学生分数概念的学习轨迹，以学生为中心，以学生为中心）成为我们多阶段科学设计过程的基础。我们报告了干预的基础（即变革理论，学习轨迹的建立和完善以及核心教学内容）和评估（学生成果的试验数据）成分。研究结果显示了该计划的忠诚度的积极影响，以及改善学校环境中学生成绩的潜力。积极的成果支持继续探索和扩展以学生学习轨迹为基础的补充干预的新框架。