Literaturnachweis - Detailanzeige
Autor/inn/en | Fuchs, Lynn S.; Malone, Amelia S.; Preacher, Kristopher J.; Cho, Eunsoo; Fuchs, Douglas; Changas, Paul |
---|---|
Titel | Next-Generation Fraction Intervention and the Long-Term Advantage of Interleaved Instruction |
Quelle | In: Exceptional Children, 89 (2023) 3, S.332-352 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0014-4029 |
DOI | 10.1177/00144029221135565 |
Schlagwörter | Elementary School Students; Elementary School Mathematics; Fractions; Intervention; Grade 4; Grade 5; Mathematics Instruction; Computation; Mathematics Skills; Outcomes of Education; Effect Size; Teaching Methods; Achievement Tests; Mathematics Tests; Outcome Measures; Wide Range Achievement Test Elementare Mathematik; Schulmathematik; Bruchrechnung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen |
Abstract | This study's first purpose was to investigate effects of a fourth- and fifth-grade "next-generation" fraction intervention, which included six enhancements over a previously validated fraction intervention, designed to address career- and college-readiness standards. The study's second purpose was to assess effects of the next-generation fraction intervention at follow-up, 1 year after intervention ended. The third purpose was to isolate the effects of one of the six intervention enhancements: interleaved fraction calculations instruction. Students with intensive intervention needs were randomized to next-generation fraction intervention (Super Solvers [SSINT]) with blocked calculations instruction (SSINT_B), SSINT with interleaved calculations instruction (SSINT_I), and control. On a mix of proximal and transfer outcomes, SSINT (across conditions) produced strong, significant effects over control at posttest. At follow-up, effect sizes were weaker but remained significant on calculations: g = 1.22. On other measures, follow-up g was 0.39 to 0.58. The effect of SSINT_I over SSINT_B, although not significant at posttest (g = 0.28), was statistically significant and large at follow-up (g = 0.65), in line with the cognitive science literature showing long-term advantages for interleaved instruction. Results suggest next-generation fraction intervention efficacy for intensive-needs students and the importance of interleaved instruction. [For the corresponding grantee submission, see ED623746.] (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |