Improving Fraction Understanding in Sixth Graders with Mathematics Difficulties: Effects of a Number Line Approach Combined with Cognitive Learning Strategies

Autor/inn/en	Barbieri, Christina A.; Rodrigues, Jessica; Dyson, Nancy; Jordan, Nancy C.
Titel	Improving Fraction Understanding in Sixth Graders with Mathematics Difficulties: Effects of a Number Line Approach Combined with Cognitive Learning Strategies
Quelle	(2019), (73 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Barbieri, Christina A.) ORCID (Rodrigues, Jessica) ORCID (Dyson, Nancy) ORCID (Jordan, Nancy C.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1037/edu0000384
Schlagwörter	Fractions; Mathematics Instruction; Intervention; Mathematical Concepts; Pretests Posttests; Comparative Analysis; Correlation; Learning Strategies; Middle School Students; Attention Control; Teaching Methods; Grade 6; Instructional Effectiveness; Learning Processes; Student Behavior; Numbers; Evidence Based Practice; Intelligence Tests; Short Term Memory; Receptive Language; Learning Problems; Middle School Mathematics; Wechsler Abbreviated Scale of Intelligence + Suchen Sie Ihr Suchwort? Bruchrechnung; Mathematics lessons; Mathematikunterricht; Korrelation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Aufmerksamkeitstest; Teaching method; Lehrmethode; Unterrichtsmethode; School year 06; 6. Schuljahr; Schuljahr 06; Unterrichtserfolg; Learning process; Lernprozess; Student behaviour; Schülerverhalten; Zahlenraum; Intelligence test; Intelligenztest; Kurzzeitgedächtnis; Rezeptive Kommunikationsfähigkeit; Lernproblem
Abstract	The effectiveness of an experimental middle school fraction intervention was evaluated. The intervention was centered on the number line and incorporated key principles from the science of learning. Sixth graders (N = 51) who struggled with fraction concepts were randomly assigned at the student level to the experimental intervention (n = 28) or to a business-as-usual control who received their school's intervention (n = 23). The experimental intervention occurred over 6 weeks (27 lessons). Fraction number line estimation, magnitude comparisons, concepts, and arithmetic were assessed at pretest, posttest, and delayed posttest. The experimental group demonstrated significantly more learning than the control group from pretest to posttest, with meaningful effect sizes on measures of fraction concepts (g = 1.09), number line estimation as measured by percent absolute error (g = -0.85), and magnitude comparisons (g = 0.82). These improvements held at delayed posttest 7 weeks later. Exploratory analyses showed a significant interaction between classroom attentive behavior and intervention group on fraction concepts at posttest, suggesting a buffering effect of the experimental intervention on the normally negative impact of low attentive behavior on learning. A number line-centered approach to teaching fractions that also incorporates research-based learning strategies helps struggling learners to make durable gains in their conceptual understanding of fractions. [This paper will be published in the "Journal of Educational Psychology."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06