Constructing Written Arguments to Develop Fraction Knowledge

Autor/inn/en	Kiuhara, Sharlene A.; Gillespie Rouse, Amy; Dai, Ting; Witzel, Bradley S.; Morphy, Paul; Unker, Becky
Titel	Constructing Written Arguments to Develop Fraction Knowledge
Quelle	In: Journal of Educational Psychology, 112 (2020) 3, S.584-607 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kiuhara, Sharlene A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000391
Schlagwörter	Persuasive Discourse; Mathematics Skills; Knowledge Level; Fractions; Elementary School Students; At Risk Students; Learning Disabilities; Intervention; Instructional Effectiveness; Mathematical Logic; Students with Disabilities; Content Area Writing; Grade 4; Grade 5; Grade 6; Children; Learning Strategies; Mathematical Concepts; Misconceptions; Suburban Schools; Special Education + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Wissensbasis; Bruchrechnung; Learning handicap; Lernbehinderung; Unterrichtserfolg; Mathematical logics; Mathematische Logik; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Schriftliche Übung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Child; Kind; Kinder; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Missverständnis; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	Making sense of fractions is critical for building the mathematical competence of upper elementary students with and at-risk for a mathematics learning disability. The primary aim of this study was to investigate the effectiveness of teaching students with and at-risk for learning disabilities an intervention in which they learned to construct written arguments to develop their fraction knowledge. We sequenced the intervention using the 6 stages of Self-Regulated Strategy Development (SRSD). The effects were tested using a pre-posttest cluster-randomized controlled trial in which 10 teachers were randomly assigned to treatment and control conditions. Measures included a far-learning fraction test and proximal writing measures that assessed quality of mathematical reasoning, total number of rhetorical elements, and total words written. Teachers in the treatment condition received 2 days of professional development before implementing the six-lesson intervention, 3-4 times per week for 30-45 min. Clustering effects were corrected to examine differences in pretest-to-posttest change scores using individual scores for students in the SRSD group (n = 28) and control (n = 31). Results favored students in the SRSD condition from pre- to posttest on fraction test (g = 0.60); quality of mathematical reasoning (g = 1.82); number of rhetorical elements (g = 3.20), and total words written (g = 1.92). Special education students in the SRSD condition (n = 16) demonstrated greater gains in fraction scores from pretest to posttest compared to their nondisabled peers (n = 12, g = 1.04). The findings from this study support the genre knowledge hypothesis of writing-to-learn. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01