ABSTRACT
Ms Lopez was concerned about her students who had struggled to learn fractions. She created an assessment measure to examine their fluency in adding and subtracting fractions and administered it to obtain a baseline measure. Following each instructional session, she administered the assessment measure and graphed the data, which she examined to monitor her students’ progress and to make adjustments in her teaching. Periodically, she asked students to make journal entries related to their learning of fractions by asking them to respond to ‘I understand …’, ‘It helped me when you …’, ‘I am not sure how to …’, and ‘I would like you to review …’.
