A Fraction Sense Intervention for Sixth Graders with or at Risk for Mathematics Difficulties

Autor/inn/en	Dyson, Nancy I.; Jordan, Nancy C.; Barbieri, Christina A.; Rodrigues, Jessica; Rinne, Luke
Titel	A Fraction Sense Intervention for Sixth Graders with or at Risk for Mathematics Difficulties
Quelle	(2018), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Fractions; Grade 6; Pretests Posttests; Intervention; Mathematics Instruction; Comparative Analysis; Learning Problems; Instructional Effectiveness; At Risk Students; Teaching Methods; Numeracy; Visual Aids; Color; National Competency Tests; Mathematics Tests; Mathematics Achievement; Low Achievement; Screening Tests; Mathematical Concepts; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Bruchrechnung; School year 06; 6. Schuljahr; Schuljahr 06; Mathematics lessons; Mathematikunterricht; Lernproblem; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Rechenkompetenz; Anschauungsmaterial; Colour; Farbbezeichnung; Farbe; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterdurchschnittliche Leistung; Screening-Verfahren
Abstract	The efficacy of a research-based fraction sense intervention for sixth graders with or at risk for mathematics difficulties (N = 52) was examined. The intervention aimed to build understanding of fraction magnitudes on the number line. Key concepts were taught with a narrow range of denominators to develop deep understanding. The intervention was centered on a visual number line in the meaningful context of a color run race. Students were randomly assigned to the fraction sense intervention (n = 25) or a business-as-usual control group (n = 27). Students in the intervention condition received 21 lessons in small groups (45 min each) during their regular mathematics intervention period. Students in the intervention group performed significantly better than those in the control group on a measure of fraction number line estimation and a more general measure of fraction concepts, both at immediate posttest and delayed posttest, with large effect sizes; lesser effects were shown for fraction arithmetic. [This paper will be published in "Remedial and Special Education."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01