Understanding how to support students with LDs in gaining the needed conceptual underpinnings in fraction learning

The gap

Evidence profile

Sourced from the recommendations and future work and stated research gap of the source papers, classified as general, drawn from work published between 2025 and 2026, spanning 4 journals. Those papers have been cited 2 times in total.

Supporting evidence — 4 representative gaps

• Effects of the Indigenous ‘Kyempe’ Game on Ghanaian Basic School Learners’ Performance in Fraction Subtraction (2026) · European Journal of Mathematics and Science Education · doi

  Based on the conclusions drawn, the following recommendations are made to improve the teaching and learning of fraction subtraction in schools. First, findings of this study indicate that the use of the indigenous ‘Kyempe’ game significantly improved pupils’ performance in fraction subtraction compared to traditional teaching methods. Mathematics teachers are therefore encouraged to identify learners’ conceptual difficulties in fractions and integrate culturally relevant, game-based strategies such as the ‘Kyempe’ game to enhance engagement and conceptual understanding. Primary school leaders in Effutu should support the adoption of such innovative instructional practices by providing opportunities for collaboration, planning, and professional learning focused on game-based mathematics instruction. At the policy level, educational authorities in the Effutu Municipality should incorporate training on culturally responsive and game-based teaching approaches into in-service programmes and teacher education curricula to promote wider and more consistent use. Future studies could examine the long-term effects of the ‘Kyempe’ game on learners’ retention of fraction concepts and extend this investigation to other grade levels and districts to enhance the generalizability of the findings. Limitations A key limitation of this study is that it involved only two public schools within the Effutu Municipality. This limited scope may restrict the generalization of the findings to other schools or districts with different learning environments, cultural contexts, and instructional resources. In addition, the study employed a quasi-experimental design with non- random assignment of participants to experimental and control groups, which may have introduced selection bias and reduced the internal validity of the findings. Another limitation relates to the relatively short duration of the intervention. The instructional period may not have been sufficient to capture the long-term effects of the kyempe  European Journal of Mathematics and Science Education  11 game on pupils’ understanding and retention of fraction concepts. Furthermore, the study relied on a teacher-made achievement test to measure pupils’ learning outcomes. Although the test was aligned with the instructional content and objectives, the use of a researcher-developed instrument may limit the comparability of the results with those of standardized assessments. These limitations should be considered when interpreting the findings of the study.

  generalrecommendationsevidence 5/5
  Keywords: game based learning fraction kyempe instructional teaching schools pupils mathematics effutu made subtraction learners conceptual
• Student teachers’ reflections on the pedagogy of play as a modelling approach in mathematics: Opportunities and challenges (2026) · Eurasia Journal of Mathematics, Science and Technology Education · doi

  Education, 213-226. https://doi.org/10.18820/2519593X/pie.v38.i2.14 38(2), rural in in J. of knowledge Van der Walt, M., Potgieter, E., & Jagals, D. (2019). The affordances in indigenous mathematics education, in J. De Beer (ed.), The decolonisation of the curriculum project: The affordances of indigenous knowledge for self-directed learning (NWU self-directed learning series volume 2) (pp. 181- 222). AOSIS. https://doi.org/10.4102/aosis.2019. BK133.07 Vogt, F., Hauser, B., Stebler, R., Rechsteiner, K., & Urech, C. (2018). Learning through play-pedagogy and learning outcomes in early childhood mathematics. European Early Childhood Education Research Journal, 26(4), 589-603. https://doi.org/10.1080/1350293X. 2018.1487160 Warford, M. K. (2011). The zone of proximal teacher development. Teaching and Teacher Education, 27(2), 252-258. https://doi.org/10.1016/j.tate.2010.08.008 Wiest, L. R., & Amankonah, F. O. (2019). Conceptual to ordering versus procedural approaches fractions. European and Mathematics Education, 7(1), 61-72. https://doi.org/ 10.30935/scimath/9534 of Science

  generalfuture workevidence 5/5
  Keywords: education https learning mathematics knowledge affordances indigenous self directed aosis early childhood european teacher rural
• Gamified Learning and Fraction Heroes: Effects on Students’ Mastery and Gender Differences (2026) · Journal of Information Technology Education Innovations in Practice · doi

  The study employed a one-group pre-test and post-test experimental design in- volving Year 7 students from three public junior high schools in Banda Aceh, Indonesia. Participants engaged with Fraction Heroes as part of their learning activities. Data collected through pre- and post-tests were analyzed using one- sample t-tests and gain scores to measure performance improvement. Subse- quently, a paired-samples t-test was conducted to examine gender differences in learning outcomes. We also used a two-way ANOVA to determine whether there is an interaction between the developed educational games and students’ mathematical understanding of fractions, with initial ability level as a covariate. This research contributes to the field of gamified learning by demonstrating that carefully designed game-based instruction improves students’ understanding of fractions, while considering variations in prior knowledge and gender. These findings support promoting more equitable and meaningful mathematics learn- ing. Results revealed a statistically significant improvement in students’ understand- ing of fractions after using the game. Additionally, there was no significant dif- ference in students’ performance across genders. We also found no interaction between the developed educational games and students’ mathematical under- standing of fractions. Based on the study’s findings, we recommend that teachers try this innovation in their classrooms. Teachers can use diagnostic assessments to identify stu- dents’ starting points and provide targeted support, maximizing the benefits of gamified learning interventions. Additionally, local contexts should be consid- ered when implementing gamified tools like Fraction Heroes. Although this study found no significant gender differences in learning out- comes, we recommend that future researchers delve deeper into how boys and girls engage with different game elements (e.g., competition, storytelling, re- wards) to fine-tune game design for maximum appeal and effectiveness. The findings highlight the potential of theory-driven gamified learning environ- ments to guide the development of effective, inclusive, and engaging mathemat- ics instruction in secondary education. Future research should investigate the long-term retention of fraction concepts learned through Fraction Heroes and its adaptability to other mathematical do- mains and learner populations.

  generalfuture workevidence 5/5
  Keywords: students learning fraction fractions gamified game test heroes gender mathematical significant post design tests using
• Examining Fraction Performance and Learning Trajectories in Students with Learning Disabilities: Effects of Whole-Class Intervention (2025) · Education Sciences · cited 2× · doi

  The study identifies a gap in understanding how to support students with LDs in gaining the needed conceptual underpinnings in fraction learning. The study highlights the need for inclusive, high-quality mathematics instruction that addresses the challenges faced by students with LDs. The study recognizes the potential of game-enhanced instruction in improving STEM engagement and conceptual understanding among elementary students with LDs.

  generalstated research gapevidence 5/5
  Keywords: study identifies gap understanding support students lds gaining

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