Preventing Failure in Fractions: Accessing Grade-Level Fractions Content through Small-Group Intervention
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| Title: | Preventing Failure in Fractions: Accessing Grade-Level Fractions Content through Small-Group Intervention |
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| Language: | English |
| Authors: | Schumacher, Robin, Jayanthi, Madhavi, Gersten, Russell, Dimino, Joseph, Spallone, Samantha, Instructional Research Group (IRG) |
| Source: | Instructional Research Group. 2018. |
| Availability: | Instructional Research Group. 4281 Katella Avenue Ste 205, Los Alamitos, CA 90720. Web site: https://www.inresg.org/ |
| Peer Reviewed: | N |
| Page Count: | 9 |
| Publication Date: | 2018 |
| Sponsoring Agency: | National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL) |
| Contract Number: | 1535214 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools |
| Descriptors: | Academic Failure, Prevention, Intervention, Small Group Instruction, Grade 5, Difficulty Level, Fractions, Mathematical Concepts, Fundamental Concepts, Academic Standards, Evidence Based Practice, Preadolescents, Elementary School Students, Mathematics Instruction |
| Abstract: | A solid foundation in fractions is a key predictor of success in algebra and more advanced mathematics, which in turn is predictive of entry into higher education and many high-paying vocations. Yet, when fractions are introduced into the mathematics curriculum in upper elementary grades (grades 4 and 5), many students demonstrate minimal growth in fractions knowledge and some students find themselves three grade levels or more behind their peers at the start of seventh grade. Identifying the best way to meet the needs of students who struggle with fractions, coupled with validating instructional approaches that address this need, is critical. This brief paper presents research findings from an experimental study utilizing a "preventative" approach to fraction intervention for fifth-grade students that emphasizes "proactively" teaching grade-level standards in conjunction with key foundations for understanding fractions concepts and procedures. Then, six recommendations for practice and policy are presented based on findings from the research study. |
| Abstractor: | ERIC |
| Entry Date: | 2021 |
| Accession Number: | ED612840 |
| Database: | ERIC |
| Abstract: | A solid foundation in fractions is a key predictor of success in algebra and more advanced mathematics, which in turn is predictive of entry into higher education and many high-paying vocations. Yet, when fractions are introduced into the mathematics curriculum in upper elementary grades (grades 4 and 5), many students demonstrate minimal growth in fractions knowledge and some students find themselves three grade levels or more behind their peers at the start of seventh grade. Identifying the best way to meet the needs of students who struggle with fractions, coupled with validating instructional approaches that address this need, is critical. This brief paper presents research findings from an experimental study utilizing a "preventative" approach to fraction intervention for fifth-grade students that emphasizes "proactively" teaching grade-level standards in conjunction with key foundations for understanding fractions concepts and procedures. Then, six recommendations for practice and policy are presented based on findings from the research study. |
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