Little to no information exists explaining the nature of initial conceptions of fractions held by students with learning disabilities. This study extends existing literature by presenting key indicators of understandings of fractional quantity of 44 children with learning disabilities and difficulties as evidenced through their problem-solving strategy, observable operations, and language across six tasks based in the measure and partitive interpretations. Constant comparison analysis of the children's work across the tasks documents indicators reflective of a framework. Pending future research, the framework may be a useful tool to practitioners wishing to document students' initial conceptions of unit fractions.

Session Type: Brief Research Report