Does Working Memory Moderate the Effects of Fraction Intervention? An Aptitude-Treatment Interaction

Autor/inn/en	Fuchs, Lynn S.; Schumacher, Robin F.; Sterba, Sonya K.; Long, Jessica; Namkung, Jessica; Malone, Amelia; Hamlett, Carol L.; Jordan, Nancy C.; Gersten, Russell; Siegler, Robert S.; Changas, Paul
Titel	Does Working Memory Moderate the Effects of Fraction Intervention? An Aptitude-Treatment Interaction
Quelle	106 (2014) 2, S.499-514 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1037/a0034341
Schlagwörter	Short Term Memory; Mathematics; Intervention; Mathematics Instruction; Aptitude Treatment Interaction; Individual Differences; Grade 4; At Risk Students; Pretests Posttests; Measurement; Elementary School Students; Elementary School Mathematics; National Assessment of Educational Progress; Wide Range Achievement Test + Suchen Sie Ihr Suchwort? Kurzzeitgedächtnis; Mathematik; Mathematics lessons; Mathematikunterricht; Individueller Unterschied; School year 04; 4. Schuljahr; Schuljahr 04; Messverfahren; Elementare Mathematik; Schulmathematik
Abstract	This study investigated whether individual differences in working memory (WM) moderate effects of 2 variations of intervention designed to improve at-risk 4th graders' fraction knowledge. We also examined the effects of each intervention condition against a business-as-usual control group and assessed whether children's measurement interpretation of fractions mediated those effects. At-risk students (n = 243) were randomly assigned to control and 2 intervention conditions. The interventions each lasted 12 weeks, with three 30-min sessions per week. The major focus of both intervention conditions was the measurement interpretation of fractions. Across the 2 conditions, only 5 min of each 30-min session differed. One condition completed activities to build fluency with 4 measurement interpretation topics; in the other, activities were completed to consolidate understanding on the same 4 topics. Results revealed a significant aptitude--treatment interaction, in which students with very weak WM learned better with conceptual activities but children with more adequate (but still low) WM learned better with fluency activities. Both intervention conditions outperformed the control group on all outcomes, and improvement in the measurement interpretation of fractions mediated those effects. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01