Improving Struggling Fifth-Grade Students' Understanding of Fractions: A Randomized Controlled Trial of an Intervention That Stresses Both Concepts and Procedures

Autor/inn/en	Jayanthi, Madhavi; Gersten, Russell; Schumacher, Robin F.; Dimino, Joseph; Smolkowski, Keith; Spallone, Samantha
Titel	Improving Struggling Fifth-Grade Students' Understanding of Fractions: A Randomized Controlled Trial of an Intervention That Stresses Both Concepts and Procedures
Quelle	In: Exceptional Children, 88 (2021) 1, S.81-100 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/00144029211008851
Schlagwörter	Grade 5; Elementary School Students; Fractions; Mathematical Concepts; Concept Formation; Direct Instruction; Instructional Effectiveness; Intervention; Difficulty Level; Achievement Tests; Problem Solving; Wide Range Achievement Test + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; Bruchrechnung; Concept learning; Begriffsbildung; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Unterrichtserfolg; Schwierigkeitsgrad; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Problemlösen
Abstract	Using a randomized controlled trial, we examined the effect of a fractions intervention for students experiencing mathematical difficulties in Grade 5. Students who were eligible for the study (n = 205) were randomly assigned to intervention and comparison conditions, blocked by teacher. The intervention used systematic, explicit instruction and relied on linear representations (e.g., Cuisenaire Rods and number lines) to demonstrate key fractions concepts. Enhancing students' mathematical explanations was also a focus. Results indicated that intervention students significantly outperformed students from the comparison condition on measures of fractions proficiency and understanding (g = 0.66-0.78), number line estimation (g = 0.80-1.08), fractions procedures (g = 1.07), and explanation tasks (g = 0.68-1.23). Findings suggest that interventions designed to include explicit instruction, along with consistent use of the number line and opportunities to explain reasoning, can promote students' proficiency and understanding of fractions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01