WWC Review of the Report "Does Working Memory Moderate the Effects of Fraction Intervention? An Aptitude-Treatment Interaction." What Works Clearinghouse Single Study Review

Institution	What Works Clearinghouse (ED)
Titel	WWC Review of the Report "Does Working Memory Moderate the Effects of Fraction Intervention? An Aptitude-Treatment Interaction." What Works Clearinghouse Single Study Review
Quelle	(2014), (8 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Short Term Memory; Aptitude Treatment Interaction; Mathematics; Intervention; Mathematics Instruction; Mathematics Achievement; Grade 4; At Risk Students; Educational Research; Instructional Effectiveness; Elementary School Mathematics; Elementary School Students; National Assessment of Educational Progress; Wide Range Achievement Test + Suchen Sie Ihr Suchwort? Kurzzeitgedächtnis; Mathematik; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 04; 4. Schuljahr; Schuljahr 04; Bildungsforschung; Pädagogische Forschung; Unterrichtserfolg; Elementare Mathematik; Schulmathematik
Abstract	The 2013 study, "Does Working Memory Moderate the Effects of Fraction Intervention? An Aptitude-Treatment Interaction," examined the impacts of the fluency and conceptual versions of "Fraction Face-Off!," a math instruction program designed to improve knowledge of fractions and decimals in fourth-graders at risk for low mathematics achievement. The program emphasizes the measurement approach to teaching fractions and the use of a number line to represent, compare, and order fractions. For this study, students were randomly assigned to three conditions: a fluency group, a conceptual group, and a comparison group. The analytic sample included 243 students. This well-executed study that meets What Works Clearinghouse (WWC) group design standards without reservations found that both fluency and conceptual versions of the program had positive impacts on math achievement. Appended are: (1) Study details; (2) Outcome measures for the mathematics achievement domain; and (3) Study findings for the mathematics achievement domain. A glossary of terms is included. [The following study is the focus of this review: Fuchs, L., Schumacher, R., Sterba, S., Long, J., Namkung, J., Malone, A., Hamlett, C., Jordan, N., Gertsen, R., Siegler, R., & Changas, P. (2013). "Does working memory moderate the effects of fraction intervention? An aptitude-treatment interaction." "Journal of Educational Psychology," 106(2), 1-14.] (As Provided).
Anmerkungen	What Works Clearinghouse. 550 12th Street SW, Washington, DC 20024; e-mail: contact.WWC@ed.gov; Web site: https://whatworks.ed.gov/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06