Strategic Development for Middle School Students Struggling with Fractions: Assessment and Intervention

Autor/inn/en	Zhang, Dake; Stecker, Pamela; Huckabee, Sloan; Miller, Rhonda
Titel	Strategic Development for Middle School Students Struggling with Fractions: Assessment and Intervention
Quelle	In: Journal of Learning Disabilities, 49 (2016) 5, S.515-531 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219414562281
Schlagwörter	Middle School Students; Fractions; Mathematics Achievement; Low Achievement; Mathematics Skills; Learning Problems; Intervention; Learning Disabilities; Problem Solving; Accuracy; Comparative Analysis; Pretests Posttests; Grade 6; Grade 7; Grade 8; Mathematics Instruction; Bayesian Statistics; Multivariate Analysis + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Bruchrechnung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterdurchschnittliche Leistung; Mathematics ability; Lernproblem; Learning handicap; Lernbehinderung; Problemlösen; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Mathematics lessons; Mathematikunterricht; Multivariate Analyse
Abstract	Research has suggested that different strategies used when solving fraction problems are highly correlated with students' problem-solving accuracy. This study (a) utilized latent profile modeling to classify students into three different strategic developmental levels in solving fraction comparison problems and (b) accordingly provided differentiated strategic training for students starting from two different strategic developmental levels. In Study 1 we assessed 49 middle school students' performance on fraction comparison problems and categorized students into three clusters of strategic developmental clusters: a cross-multiplication cluster with the highest accuracy, a representation strategy cluster with medium accuracy, and a whole-number strategy cluster with the lowest accuracy. Based on the strategic developmental levels identified in Study 1, in Study 2 we selected three students from the whole-number strategy cluster and another three students from the representation strategy cluster and implemented a differentiated strategic training intervention within a multiple-baseline design. Results showed that both groups of students transitioned from less advanced to more advanced strategies and improved their problem-solving accuracy during the posttest, the maintenance test, and the generalization test. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01