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Errors in Fraction Arithmetic Among Sixth-Grade Students With Mathematics Difficulties.

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Title: Errors in Fraction Arithmetic Among Sixth-Grade Students With Mathematics Difficulties.
Authors: Anisiobi, Ogochukwu Chidinso (AUTHOR), Dyson, Nancy (AUTHOR), Jordan, Nancy C. (AUTHOR)
Source: Learning Disabilities Research & Practice (Sage Publications Inc.). Aug2026, Vol. 41 Issue 3, p195-205. 11p.
Subjects: Sixth grade (Education), Mathematics education, Mathematical ability testing, Assessment for learning (Teaching model)
Abstract: Fraction arithmetic is a foundational aspect of mathematics education, yet many students, particularly those with mathematics difficulties (MD), struggle with this skill. The present study examined the types of errors made by 251 sixth-grade students with MD when solving simple fraction addition, subtraction, and multiplication problems. Ten distinct error categories emerged from the coding process. The errors indicated that many sixth-grade students with MD rely on flawed procedural strategies rather than drawing on conceptual understanding of fractions or operations. Targeted interventions are suggested that strengthen foundational fraction concepts and operational knowledge, especially with familiar fractions, are needed to support students with MD in developing a deeper, more flexible understanding of fractions, enabling them to reason confidently rather than depend on flawed procedural approaches. [ABSTRACT FROM AUTHOR]
Copyright of Learning Disabilities Research & Practice (Sage Publications Inc.) is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Errors in Fraction Arithmetic Among Sixth-Grade Students With Mathematics Difficulties.
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  Data: <searchLink fieldCode="AR" term="%22Anisiobi%2C+Ogochukwu+Chidinso%22">Anisiobi, Ogochukwu Chidinso</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Dyson%2C+Nancy%22">Dyson, Nancy</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Jordan%2C+Nancy+C%2E%22">Jordan, Nancy C.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="DE" term="%22Sixth+grade+%28Education%29%22">Sixth grade (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+ability+testing%22">Mathematical ability testing</searchLink><br /><searchLink fieldCode="DE" term="%22Assessment+for+learning+%28Teaching+model%29%22">Assessment for learning (Teaching model)</searchLink>
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  Label: Abstract
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  Data: Fraction arithmetic is a foundational aspect of mathematics education, yet many students, particularly those with mathematics difficulties (MD), struggle with this skill. The present study examined the types of errors made by 251 sixth-grade students with MD when solving simple fraction addition, subtraction, and multiplication problems. Ten distinct error categories emerged from the coding process. The errors indicated that many sixth-grade students with MD rely on flawed procedural strategies rather than drawing on conceptual understanding of fractions or operations. Targeted interventions are suggested that strengthen foundational fraction concepts and operational knowledge, especially with familiar fractions, are needed to support students with MD in developing a deeper, more flexible understanding of fractions, enabling them to reason confidently rather than depend on flawed procedural approaches. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Learning Disabilities Research & Practice (Sage Publications Inc.) is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1177/09388982261422703
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        Text: English
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      – SubjectFull: Mathematical ability testing
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              Text: Aug2026
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