Supported Self-Explaining during Fraction Intervention

Autor/inn/en	Fuchs, Lynn S.; Malone, Amelia S.; 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	In: Journal of Educational Psychology, 108 (2016) 4, S.493-508 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000073
Schlagwörter	Grade 4; Elementary School Mathematics; Elementary School Students; Cognitive Processes; Randomized Controlled Trials; Intervention; Mathematics Instruction; Fractions; Mathematical Concepts; Concept Formation; Pretests Posttests; Knowledge Level; Word Problems (Mathematics); Mathematical Logic; Short Term Memory; Achievement Tests; Questionnaires; Elementary School Teachers; Mathematics Skills; Wechsler Intelligence Scales Short Forms; Wide Range Achievement Test; Woodcock Diagnostic Reading Battery + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Elementare Mathematik; Schulmathematik; Cognitive process; Kognitiver Prozess; Mathematics lessons; Mathematikunterricht; Bruchrechnung; Concept learning; Begriffsbildung; Wissensbasis; Textaufgabe; Mathematical logics; Mathematische Logik; Kurzzeitgedächtnis; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Fragebogen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
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 multicomponent 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06