Identifying Fraction Measures as Screeners of Mathematics Risk Status

Autor/inn/en	Rodrigues, Jessica; Jordan, Nancy C.; Hansen, Nicole
Titel	Identifying Fraction Measures as Screeners of Mathematics Risk Status
Quelle	In: Journal of Learning Disabilities, 52 (2019) 6, S.480-497 (18 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	10.1177/0022219419879684
Schlagwörter	Fractions; Screening Tests; At Risk Students; Elementary School Students; Accuracy; Grade 4; Grade 5; Grade 6; Mathematics Achievement; Identification; Common Core State Standards; Achievement Tests; Arithmetic; Mathematical Concepts; Learning Problems; Delaware + Suchen Sie Ihr Suchwort? Bruchrechnung; Screening-Verfahren; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Identifikation; Identifizierung; Common core curriculum; Curriculum; Kerncurriculum; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Lernproblem
Abstract	This study investigated the accuracy of three fraction measures (i.e., fraction number line estimation accuracy, general fraction concepts, and fraction arithmetic) for screening fourth graders who might be at risk for mathematics difficulties. Receiver operating characteristic (ROC) curve analyses assessed diagnostic accuracy of the fraction measures for predicting which students would not meet state standards on the state mathematics test in fourth grade (n = 411), fifth grade (n = 362), and sixth grade (n = 304). A combined measure consisting primarily of fraction number line estimation items and general fraction concept items was the most accurate screener of risk status in fourth, fifth, and sixth grades (area under the curve [AUC] = 0.84, 0.81, and 0.85, respectively). To maximize efficiency for classroom use, the length of the combined screener was reduced using best subset automatic linear modeling. The study highlights the importance of fraction knowledge for predicting mathematics achievement more generally and validates an effective and practical screening tool for the intermediate grades. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06