The development of fraction ideas among students with disabilities

Fraction ideas are among the most complex mathematical concepts students encounter in their school years. It is a multifaceted construct that underpinned many numeracy activities and the development of further mathematics. Secure understanding of these ideas is a vital part of being numerate. Despite its importance, there is no known research on students with disabilities learning this concept. This paper reports a pilot study of a doctorate degree to investigate one high school special education teacher and his students with disabilities' construction of fraction ideas, some of the likely and unlikely difficulties to inform future research