Abstract
Students with mathematics learning disabilities (MLD) have a weak understanding of fraction concepts and skills, which are foundations of algebra. Such students might benefit from computer-assisted instruction that utilizes evidence-based instructional components (cognitive strategies, feedback, virtual manipulatives). As a pilot study using a multiple baseline design, with multiple probes, this study investigated the effects of Fun Fraction, a multi-component computer-assisted instructional program, on word problem solving with fractions abilities of three middle school students with MLD. Mixed findings were observed on word problem solving performance from the baseline to intervention phase after students received instruction through Fun Fraction. The percentage of non-overlapping data ranged from 56% through 100%. Limitations, suggestions for future research, and educational implications are discussed.
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