Fraction Intervention for Students With Mathematics Difficulties: Lessons Learned From Five Randomized Controlled Trials. (November 2017)

• Record Type: Journal Article
• Authors: Fuchs, Lynn S.; Malone, Amelia S.; Schumacher, Robin F.; Namkung, Jessica; Wang, Amber
• Other Names: Gersten Russell guest-editor.; Jordan Nancy C. guest-editor.
• Is Part Of: Journal of learning disabilities. Volume 50:Number 6(2017)
• Page Start: 631
• Page End: 639
• Publication Date: 2017-11
• Subjects: fractions -- fraction magnitudes -- intervention -- math difficulty -- risk -- mathematics difficulty; Learning disabilities -- Periodicals; 371.905
• DOI: 10.1177/0022219416677249
• Languages: English
• ISSNs: 0022-2194

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.