Fraction Intervention for Students with Mathematics Difficulties: Lessons Learned from Five Randomized Controlled Trials

Autor/inn/en	Fuchs, Lynn S.; Malone, Amelia S.; Schumacher, Robin F.; Namkung, Jessica; Wang, Amber
Titel	Fraction Intervention for Students with Mathematics Difficulties: Lessons Learned from Five Randomized Controlled Trials
Quelle	In: Journal of Learning Disabilities, 50 (2017) 6, S.631-639 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219416677249
Schlagwörter	Randomized Controlled Trials; Intervention; Fractions; Mathematics Skills; At Risk Students; Grade 4; Elementary School Students; Mathematics Instruction; Program Effectiveness; Addition; Subtraction; Short Term Memory; Multiplication; Word Problems (Mathematics); Mathematical Concepts; Concept Formation; Teaching Methods + Suchen Sie Ihr Suchwort? Bruchrechnung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; School year 04; 4. Schuljahr; Schuljahr 04; Mathematics lessons; Mathematikunterricht; Subtraktion; Kurzzeitgedächtnis; Multiplikation; Textaufgabe; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In this article, the authors summarize results from 5 randomized controlled trials assessing the effects of intervention to improve the fraction performance of fourth-grade students at risk for difficulty in learning about fractions. The authors begin by explaining the importance of competence with fractions and why an instructional focus on fractions magnitude understanding may improve learning. They then describe an intervention that relies strongly on this type of understanding about fractions instruction, and they provide an overview of the intervention's overall effects. This is followed by an overview of 5 intervention components for which the authors isolated effects. They conclude by discussing some of the lessons learned from this research program. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01