Examining Fraction Performance and Learning Trajectories in Students with Learning Disabilities: Effects of Whole-Class Intervention

Abstract

Digital game-based interventions have shown promise in improving STEM engagement and conceptual understanding among elementary students. This study focuses on how a game-enhanced, whole-class mathematics intervention influences the fraction performance and conceptual development of students with learning disabilities (LDs). Using a triangulated mixed methods design, we analyzed pre- and post-intervention data from students in intervention and comparison classrooms. Students participating in the game-based instruction demonstrated medium, positive gains in both performance and conceptual reasoning, in contrast to declines observed in the comparison group. The findings illustrate how equitable design principles can support mathematical growth among students with LDs, with implications for research and practice.