Assessment results are used to investigate relations between performance on a fraction number line estimation task and a circular area model estimation task for students with LD in Grades 6–8. Results indicate that students’ abilities to represent fractions on number lines and on circular area models are distinct skills. In addition, accurate fraction magnitude estimation using number lines was more strongly related to other fractions skills (e.g., fraction magnitude comparison) than accurate fraction magnitude estimation using circular area models. Our findings call for greater integration of the number line into early fractions instruction, and highlight the importance of explicitly teaching students to make connections between different visual representations of fractions. Implications for research and practice are presented.

中文翻译：

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有学习障碍的学生的区域模型和分数线表示的准确性

评估结果用于调查6-8年级LD学生分数线估计任务和圆形区域模型估计任务的绩效之间的关系。结果表明，学生在数字线和圆形区域模型上表示分数的能力是不同的技能。另外，与使用圆形面积模型进行精确的分数幅度估计相比，使用数字线进行精确的分数幅度估计与其他分数技巧（例如，分数幅度比较）的相关性更高。我们的发现要求将数字线更好地集成到早期分数教学中，并强调明确教导学生在分数的不同视觉表示之间建立联系的重要性。提出了对研究和实践的启示。