Literaturnachweis - Detailanzeige
Autor/inn/en | Fuchs, Lynn S.; Malone, Amelia S.; Schumacher, Robin F.; Namkung, Jessica; Wang, Amber |
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Titel | Fraction Intervention for Students with Mathematics Difficulties: Lessons Learned from Five Randomized Controlled Trials |
Quelle | In: Journal of Learning Disabilities, 50 (2017) 6, S.631-639 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext (2) |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-2194 |
DOI | 10.1177/0022219416677249 |
Schlagwörter | Randomized Controlled Trials; Intervention; Fractions; Mathematics Skills; At Risk Students; Grade 4; Elementary School Students; Mathematics Instruction; Program Effectiveness; Addition; Subtraction; Short Term Memory; Multiplication; Word Problems (Mathematics); Mathematical Concepts; Concept Formation; Teaching Methods Bruchrechnung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; School year 04; 4. Schuljahr; Schuljahr 04; Mathematics lessons; Mathematikunterricht; Subtraktion; Kurzzeitgedächtnis; Multiplikation; Textaufgabe; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode |
Abstract | In this article, the authors summarize results from 5 randomized controlled trials assessing the effects of intervention to improve the fraction performance of fourth-grade students at risk for difficulty in learning about fractions. The authors begin by explaining the importance of competence with fractions and why an instructional focus on fractions magnitude understanding may improve learning. They then describe an intervention that relies strongly on this type of understanding about fractions instruction, and they provide an overview of the intervention's overall effects. This is followed by an overview of 5 intervention components for which the authors isolated effects. They conclude by discussing some of the lessons learned from this research program. (As Provided). |
Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 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: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |