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Exploring the Impact of a Fraction Sense Intervention in Authentic School Environments: An Initial Investigation

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Title: Exploring the Impact of a Fraction Sense Intervention in Authentic School Environments: An Initial Investigation
Language: English
Authors: Nancy C. Jordan, Nancy Dyson, Taylor-Paige Guba, Megan Botello, Heather Suchanec-Cooper, Henry May
Source: Grantee Submission. 2024.
Peer Reviewed: Y
Page Count: 33
Publication Date: 2024
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324A200140
Document Type: Reports - Research
Education Level: Elementary Education
Grade 6
Intermediate Grades
Middle Schools
Descriptors: Fractions, Mathematics Instruction, Grade 6, Intervention, Evidence Based Practice, Mathematics Tests, Scores, Instructional Effectiveness, Short Term Memory, Vocabulary Development, Thinking Skills, Attention Control, Randomized Controlled Trials, Teaching Methods, Word Problems (Mathematics), Lesson Plans, Schemata (Cognition), Student Characteristics, Problem Solving
DOI: 10.1016/j.jecp.2024.105954
Abstract: A solid understanding of fractions is the cornerstone for acquiring proficiency with rational numbers and paves the way for learning advanced mathematical concepts, such as algebra. Fraction difficulties limit not only students' educational and vocational opportunities but also their ability to solve everyday problems. Students who exit 6th grade with inadequate understanding of fractions may experience far-reaching repercussions that lead to lifelong avoidance of mathematics. This paper presents the results of a randomized controlled trial (RCT) focusing on the first two cohorts of a larger efficacy investigation aimed at building fraction sense in students with mathematics difficulties. Teachers implemented an evidence-informed fraction sense intervention (FSI) within their 6th-grade intervention classrooms. The lessons draw from research in cognitive science as well as mathematics education research. Employing random assignment at the classroom level, multilevel modeling revealed a significant effect of the intervention on posttest fractions scores, after controlling for pretest fractions scores, working memory, vocabulary, proportional reasoning, and classroom attentive behavior. Students in the FSI group outperformed their counterparts in the control group with noteworthy effect sizes on most fraction measures. Challenges associated with carrying out school-based intervention research are addressed. [This is the online first version of an article published in "Journal of Experimental Child Psychology."]
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2024
Accession Number: ED651255
Database: ERIC
FullText Text:
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  Data: Exploring the Impact of a Fraction Sense Intervention in Authentic School Environments: An Initial Investigation
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2024.
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  Data: 33
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  Data: Institute of Education Sciences (ED)
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Fractions%22">Fractions</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Tests%22">Mathematics Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Short+Term+Memory%22">Short Term Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Attention+Control%22">Attention Control</searchLink><br /><searchLink fieldCode="DE" term="%22Randomized+Controlled+Trials%22">Randomized Controlled Trials</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Problems+%28Mathematics%29%22">Word Problems (Mathematics)</searchLink><br /><searchLink fieldCode="DE" term="%22Lesson+Plans%22">Lesson Plans</searchLink><br /><searchLink fieldCode="DE" term="%22Schemata+%28Cognition%29%22">Schemata (Cognition)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink>
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  Data: 10.1016/j.jecp.2024.105954
– Name: Abstract
  Label: Abstract
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  Data: A solid understanding of fractions is the cornerstone for acquiring proficiency with rational numbers and paves the way for learning advanced mathematical concepts, such as algebra. Fraction difficulties limit not only students' educational and vocational opportunities but also their ability to solve everyday problems. Students who exit 6th grade with inadequate understanding of fractions may experience far-reaching repercussions that lead to lifelong avoidance of mathematics. This paper presents the results of a randomized controlled trial (RCT) focusing on the first two cohorts of a larger efficacy investigation aimed at building fraction sense in students with mathematics difficulties. Teachers implemented an evidence-informed fraction sense intervention (FSI) within their 6th-grade intervention classrooms. The lessons draw from research in cognitive science as well as mathematics education research. Employing random assignment at the classroom level, multilevel modeling revealed a significant effect of the intervention on posttest fractions scores, after controlling for pretest fractions scores, working memory, vocabulary, proportional reasoning, and classroom attentive behavior. Students in the FSI group outperformed their counterparts in the control group with noteworthy effect sizes on most fraction measures. Challenges associated with carrying out school-based intervention research are addressed. [This is the online first version of an article published in "Journal of Experimental Child Psychology."]
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        Value: 10.1016/j.jecp.2024.105954
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 33
    Subjects:
      – SubjectFull: Fractions
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Grade 6
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Evidence Based Practice
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      – SubjectFull: Mathematics Tests
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      – SubjectFull: Scores
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Short Term Memory
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      – SubjectFull: Vocabulary Development
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      – SubjectFull: Thinking Skills
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      – SubjectFull: Attention Control
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      – SubjectFull: Randomized Controlled Trials
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Schemata (Cognition)
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      – SubjectFull: Student Characteristics
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      – SubjectFull: Problem Solving
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    Titles:
      – TitleFull: Exploring the Impact of a Fraction Sense Intervention in Authentic School Environments: An Initial Investigation
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            NameFull: Nancy C. Jordan
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            NameFull: Henry May
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              Type: published
              Y: 2024
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