Fractions in a mainstreamed classroom
Twenty-three elementary students: 8 with learning disabilities, 1 classified as gifted, and 14 in regular class
A group of students with learning disabilities were compared to a group in a regular class to see if the students with learning disabilities could succeed in mainstreamed math program. The program used was the Mastering Fractions Program (MFP), consisting of 35 lessons. The students should meet two criteria: 1)score below 80% on the MFP placement test and 2) meet a multiplication rate of at least 20 correct facts within 90 seconds. No prior knowledge of fractions is required. A typical Mastering Fractions lesson begins with a paper and pencil quiz on the concepts taught the previous day. A quiz usually has 5 to 10 problems presented in sections by skill. If 80% of the class is correct on a problem, the teacher begins a new lesson. If less than 80% is correct, the teacher follows the remediation sequence provided on the monitor's screen. The pace of the lesson is brisk, with many opportunities for students to respond orally and on paper. The teacher's role is to monitor student work, provide feedback, and model appropriate response behavior. At the end of four lessons, students are assigned homework usually consisting of 25 to 35 problems. At the end of every four lessons, there is a mastery test. Each skill section of the test has a specified criterion for mastery.
Calculated the percentage correct on the test A post-test was administered 1 day after the students completed Lesson 31. The mean scores for the regular education students were 78% and the students with learning disabilities 72%, differing by only 6 points.
Miller,S.C., & Cooke,N.L. (1989). Mainstreaming students with learning disabilities for videodisc math instruction. Teaching Exceptional Children, 21 (#3), 57-60.
Mark Revis, ETSU