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Supported Self-Explaining during Fraction Intervention

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Title: Supported Self-Explaining during Fraction Intervention
Language: English
Authors: Fuchs, Lynn S., Malone, Amelia, Schumacher, Robin F., Namkung, Jessica, Hamlett, Carol L., Jordan, Nancy C., Siegler, Robert S., Gersten, Russell, Changas, Paul
Source: Grantee Submission. 2015.
Peer Reviewed: Y
Page Count: 52
Publication Date: 2015
Sponsoring Agency: Institute of Education Sciences (ED)
Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Contract Number: R324C100004
HD15052
Document Type: Reports - Research
Education Level: Elementary Education
Grade 4
Intermediate Grades
Descriptors: At Risk Students, Elementary School Students, Grade 4, Mathematics Instruction, Mathematical Concepts, Cognitive Processes, Intervention, Comparative Analysis, Teaching Methods, Word Problems (Mathematics), Pretests Posttests, Control Groups, Experimental Groups, Short Term Memory, Mathematical Logic, Questionnaires, Problem Solving, Mathematics Skills, Listening Comprehension
Assessment and Survey Identifiers: National Assessment of Educational Progress, Wide Range Achievement Test, Woodcock Diagnostic Reading Battery
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 multi-component 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.
Abstractor: As Provided
Number of References: 56
IES Funded: Yes
Entry Date: 2015
Accession Number: ED557580
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Supported Self-Explaining during Fraction Intervention
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  Data: <searchLink fieldCode="AR" term="%22Fuchs%2C+Lynn+S%2E%22">Fuchs, Lynn S.</searchLink><br /><searchLink fieldCode="AR" term="%22Malone%2C+Amelia%22">Malone, Amelia</searchLink><br /><searchLink fieldCode="AR" term="%22Schumacher%2C+Robin+F%2E%22">Schumacher, Robin F.</searchLink><br /><searchLink fieldCode="AR" term="%22Namkung%2C+Jessica%22">Namkung, Jessica</searchLink><br /><searchLink fieldCode="AR" term="%22Hamlett%2C+Carol+L%2E%22">Hamlett, Carol L.</searchLink><br /><searchLink fieldCode="AR" term="%22Jordan%2C+Nancy+C%2E%22">Jordan, Nancy C.</searchLink><br /><searchLink fieldCode="AR" term="%22Siegler%2C+Robert+S%2E%22">Siegler, Robert S.</searchLink><br /><searchLink fieldCode="AR" term="%22Gersten%2C+Russell%22">Gersten, Russell</searchLink><br /><searchLink fieldCode="AR" term="%22Changas%2C+Paul%22">Changas, Paul</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2015.
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  Data: 52
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  Data: Institute of Education Sciences (ED)<br />Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
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  Data: 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 multi-component 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.
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  Data: As Provided
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  Data: 56
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  Data: Yes
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  Data: ED557580
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 52
    Subjects:
      – SubjectFull: At Risk Students
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Mathematical Concepts
        Type: general
      – SubjectFull: Cognitive Processes
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      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Comparative Analysis
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      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Word Problems (Mathematics)
        Type: general
      – SubjectFull: Pretests Posttests
        Type: general
      – SubjectFull: Control Groups
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      – SubjectFull: Experimental Groups
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      – SubjectFull: Short Term Memory
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      – SubjectFull: Mathematical Logic
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      – SubjectFull: Questionnaires
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      – SubjectFull: Mathematics Skills
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      – SubjectFull: National Assessment of Educational Progress
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      – SubjectFull: Wide Range Achievement Test
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      – SubjectFull: Woodcock Diagnostic Reading Battery
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      – TitleFull: Supported Self-Explaining during Fraction Intervention
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