{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,4]],"date-time":"2026-05-04T11:08:29Z","timestamp":1777892909673,"version":"3.51.4"},"reference-count":22,"publisher":"SAGE Publications","issue":"6","license":[{"start":{"date-parts":[[2016,7,18]],"date-time":"2016-07-18T00:00:00Z","timestamp":1468800000000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[2017,11]]},"abstract":"<jats:p>In this commentary, I examine some of the distinctive, foundational difficulties in learning fractions and other types of rational numbers encountered by students with a mathematical learning disability and how these differ from the struggles experienced by students classified as low achieving in math. I discuss evidence indicating that students with math disabilities exhibit a significant delay or deficit in the numerical transcoding of decimal fractions, and I further maintain that they may face unique challenges in developing the ability to effectively translate between different types of fractions and other rational number notational formats\u2014what I call conceptual transcoding. I also argue that characterizing this level of comprehensive understanding of rational numbers as rational number sense is irrational, as it misrepresents this flexible and adaptive collection of skills as a biologically based percept rather than a convergence of higher-order competencies that require intensive, formal instruction.<\/jats:p>","DOI":"10.1177\/0022219416659446","type":"journal-article","created":{"date-parts":[[2016,7,18]],"date-time":"2016-07-18T22:58:43Z","timestamp":1468882723000},"page":"651-654","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":9,"title":["Why Learning Common Fractions Is Uncommonly Difficult: Unique Challenges Faced by Students With Mathematical Disabilities"],"prefix":"10.1177","volume":"50","author":[{"given":"Daniel B.","family":"Berch","sequence":"first","affiliation":[{"name":"University of Virginia, Charlottesville, USA"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"179","published-online":{"date-parts":[[2016,7,18]]},"reference":[{"key":"bibr1-0022219416659446","doi-asserted-by":"publisher","DOI":"10.1177\/0022219416677249"},{"key":"bibr2-0022219416659446","doi-asserted-by":"publisher","DOI":"10.1097\/DBP.0b013e318209edef"},{"key":"bibr3-0022219416659446","doi-asserted-by":"publisher","DOI":"10.1177\/0963721412469398"},{"key":"bibr4-0022219416659446","first-page":"767","volume-title":"Oxford handbook of numerical cognition","author":"Geary D. 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