Addressing Challenging Mathematics Standards with At-Risk Learners: A Randomized Controlled Trial on the Effects of Fractions Intervention at Third Grade

Autor/inn/en	Fuchs, Lynn S.; Wang, Amber Y.; Preacher, Kristopher J.; Malone, Amelia S.; Fuchs, Douglas; Pachmayr, Rachel
Titel	Addressing Challenging Mathematics Standards with At-Risk Learners: A Randomized Controlled Trial on the Effects of Fractions Intervention at Third Grade
Quelle	(2020), (41 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1177/0014402920924846
Schlagwörter	Mathematics Instruction; Fractions; Intervention; Elementary School Mathematics; At Risk Students; Instructional Effectiveness; Grade 3; Elementary School Students; Independent Study; Mathematics Achievement; Achievement Tests; Cognitive Structures; Learning Disabilities; Intelligence Tests; Wide Range Achievement Test; Wechsler Abbreviated Scale of Intelligence + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Bruchrechnung; Elementare Mathematik; Schulmathematik; Unterrichtserfolg; School year 03; 3. Schuljahr; Schuljahr 03; Selbststudium; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Cognitive structure; Kognitive Struktur; Learning handicap; Lernbehinderung; Intelligence test; Intelligenztest
Abstract	The purposes of this study were to assess the effects of fractions intervention for students who are at-risk for poor outcomes and to examine whether a component that combines self-regulated learning with growth mindset instruction (SR-GM) provides added value for improving outcomes. At-risk students (N = 84) were randomly assigned to 3 conditions: fractions intervention, fractions intervention with embedded SR-GM, and a control group. Intervention was conducted 3 times per week for 35 min per session for 13 weeks. Multilevel models indicated both fractions intervention conditions produced strong effects, with no added value for SR-GM. Posttest fractions achievement gaps for both intervention conditions held steady, narrowed, or closed, while the control group's gaps remained sizeable or grew. Results suggest that intervention can address challenging mathematics standards for at-risk learners and that SR-GM instruction may not be necessary in the context of strong intervention. [This is the in press version of an article published in "Exceptional Children."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01