## Target

Fractions in a mainstreamed classroom

## Participants

Twenty-three elementary students: 8 with learning disabilities, 1
classified as gifted, and 14 in regular class

## Technique

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.

## Evaluation

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.

## Source

Miller,S.C., & Cooke,N.L. (1989). Mainstreaming students with
learning disabilities for videodisc math instruction. Teaching
Exceptional Children, 21 (#3), 57-60.

### Developer

Mark Revis, ETSU