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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
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
FullText Text:
  Availability: 0
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  Data: Preventing Failure in Fractions: Accessing Grade-Level Fractions Content through Small-Group Intervention
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  Data: Instructional Research Group. 4281 Katella Avenue Ste 205, Los Alamitos, CA 90720. Web site: https://www.inresg.org/
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  Data: National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)
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  Data: 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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  Data: 2021
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  Data: ED612840
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED612840
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
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      – SubjectFull: Academic Failure
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      – SubjectFull: Prevention
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      – SubjectFull: Intervention
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      – SubjectFull: Small Group Instruction
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      – SubjectFull: Grade 5
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      – SubjectFull: Difficulty Level
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      – SubjectFull: Fractions
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      – SubjectFull: Mathematical Concepts
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      – SubjectFull: Fundamental Concepts
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      – SubjectFull: Mathematics Instruction
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      – TitleFull: Preventing Failure in Fractions: Accessing Grade-Level Fractions Content through Small-Group Intervention
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