Recently, the proportion of underachievers in basic education continues to increase. Accordingly, in order to provide systematic and comprehensive support for them, the Ministry of Education defined Students Eligible for Learning Supports, that including existing under achievement, learning disabilities, and borderline intelligence. Until now, studies have been conducted divided into under achievement, learning disabilities, and borderline intelligence. But from now on, in accordance with the policy of the Ministry of Education, studies should be conducted for Students Eligible for Learning Supports.
Therefore, in this study developed an individualized teaching-learning program based on learning options for fractions, which are the most difficult areas for them. This program provided learners with options in problem solving, learning tasks, and reinforcement for the practice of learner-centered education. In addition, individualization was conducted through the learner's advance learning level. As a systematical approach, the intervention consisted of 15 stages of fraction. And In order to confirm the effectiveness of this program, Curriculum Based Measurement (CBM) test was developed. The intervention was conducted for three learning support need student, in the 4th grade of elementary school. To confirmed the effectiveness of this program, Single subject research design based on multiple probe design across subject was conducted.
The results of the study can be summarized as follows. First, participants showed high level of fraction concept, addition and subtraction of fractions at each stage's mastery test. Second, participants showed high level progression of fraction concept, addition and subtraction of fractions at Curriculum Based Measurement (CBM) test. Third, the ability of fraction were generalized to mathematical word problem solving that not taught in this intervention. Forth, and the level of fraction concept, addition and subtraction of fractions is maintained even 4 weeks after the termination of the intervention. These results suggest that the program of this study can be usefully used for Students Eligible for Learning Supports in the educational field.