Effects of Intervention to Improve At-Risk Fourth Graders' Understanding, Calculations, and Word Problems with Fractions

Autor/inn/en	Fuchs, Lynn S.; Schumacher, Robin F.; Long, Jessica; Namkung, Jessica; Malone, Amelia S.; Wang, Amber; Hamlett, Carol L.; Jordan, Nancy C.; Siegler, Robert S.; Changas, Paul
Titel	Effects of Intervention to Improve At-Risk Fourth Graders' Understanding, Calculations, and Word Problems with Fractions
Quelle	In: Elementary School Journal, 116 (2016) 4, S.625-651 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/686303
Schlagwörter	Intervention; At Risk Students; Grade 4; Elementary School Students; National Competency Tests; Computation; Word Problems (Mathematics); Fractions; Measurement; Pretests Posttests; Multiplication; Control Groups; Test Items; Mathematics Tests; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Textaufgabe; Bruchrechnung; Messverfahren; Multiplikation; Test content; Testaufgabe
Abstract	The purposes of this study were to (a) investigate the efficacy of a core fraction intervention program on understanding and calculation skill and (b) isolate the effects of different forms of fraction word-problem (WP) intervention. At-risk fourth graders (n = 213) were randomly assigned to the school's business-as-usual program, or one of two variants of the core fraction intervention (each 12 weeks, 36 sessions). In each session of the two variants, 28 minutes were identical, focused mainly on the measurement interpretation of fractions. The other 7 minutes addressed multiplicative WPs versus additive WPs. Children were pre-/posttested on fraction understanding, calculations, and WPs. On understanding and calculations, both intervention conditions outperformed the control group. The effect of intervention versus control on released fraction items from the National Assessment of Education Progress was mediated by children's improvement in the measurement interpretation of fractions. On multiplicative WPs, multiplicative WP intervention was superior to the other conditions, but additive WP intervention and the control group performed comparably. On additive WPs, additive WP intervention was superior to multiplicative WP intervention, which was superior to control. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06