Developing an understanding of fractions is critical, as it is the first connection of whole-number properties to rational numbers within a single framework. The unique properties of fractions necessitate solution processes that are distinctive and often more complicated than whole-number processes, resulting in many students struggling with fractions. The purpose of the current study is to investigate the relationship of US students? solution pathway preferences to accuracy of addition with fractions by achievement group. Results indicate that a preferred solution pathway was used by all three groups and significantly influenced solution accuracy, especially for students with learning disabilities. Our findings reveal a direct link to solution pathway preference and practical application when teaching computation of fractions to struggling students and students with learning disabilities.

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研究学习障碍学生的解决途径偏好与添加分数准确性之间的关系

对分数的理解至关重要，因为这是整数属性与单个框架内有理数的第一个联系。分数的独特性质使得解决方案过程必须独特且通常比整数过程复杂，从而导致许多学生在分数方面苦苦挣扎。本研究的目的是调查美国学生之间的关系？解决方案路径对按成就组划分分数的加法准确性的偏好。结果表明，所有三个组均使用了首选的解决方案途径，并且极大地影响了解决方案的准确性，特别是对于有学习障碍的学生。