Supported Self-Explaining during Fraction Intervention

Autor/inn/en	Fuchs, Lynn S.; Malone, Amelia; Schumacher, Robin F.; Namkung, Jessica; Hamlett, Carol L.; Jordan, Nancy C.; Siegler, Robert S.; Gersten, Russell; Changas, Paul
Titel	Supported Self-Explaining during Fraction Intervention
Quelle	(2015), (52 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	At Risk Students; Elementary School Students; Grade 4; Mathematics Instruction; Mathematical Concepts; Cognitive Processes; Intervention; Comparative Analysis; Teaching Methods; Word Problems (Mathematics); Pretests Posttests; Control Groups; Experimental Groups; Short Term Memory; Mathematical Logic; Questionnaires; Problem Solving; Mathematics Skills; Listening Comprehension; National Assessment of Educational Progress; Wide Range Achievement Test; Woodcock Diagnostic Reading Battery + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Mathematics lessons; Mathematikunterricht; Cognitive process; Kognitiver Prozess; Teaching method; Lehrmethode; Unterrichtsmethode; Textaufgabe; Kurzzeitgedächtnis; Mathematical logics; Mathematische Logik; Fragebogen; Problemlösen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Hörverständnis
Abstract	The main purposes of this study were to test the effects of teaching at-risk 4th graders to provide explanations for their mathematics work and examine whether those effects occur by compensating for limitations in cognitive processes. We randomly assigned 212 children to 3 conditions: a control group and 2 variants of a multi-component fraction intervention. Both intervention conditions included 36 sessions, each lasting 35 min. All but 7 min of each session were identical. In the 7-min component, students were taught to provide high quality explanations when comparing fraction magnitudes or to solve fraction word problems. Children were pretested on cognitive variables and pre/posttested on fraction knowledge. On accuracy of magnitude comparisons and quality of explanations, children who received the explaining intervention outperformed those in the word-problem condition. On word problems, children who received the word-problem intervention outperformed those in the explaining condition. Moderator analyses indicated that the explaining intervention was more effective for students with weaker working memory, while the word-problem intervention was more effective for students with stronger reasoning ability. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01