Improving Struggling Fifth-Grade Students' Understanding of Fractions: A Randomized Controlled Trial of an Intervention That Stresses Both Concepts and Procedures
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| Title: | Improving Struggling Fifth-Grade Students' Understanding of Fractions: A Randomized Controlled Trial of an Intervention That Stresses Both Concepts and Procedures |
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| Language: | English |
| Authors: | Jayanthi, Madhavi, Gersten, Russell, Schumacher, Robin F., Dimino, Joseph, Smolkowski, Keith, Spallone, Samantha |
| Source: | Exceptional Children. Oct 2021 88(1):81-100. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2021 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | DRL1535214 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools |
| Descriptors: | Grade 5, Elementary School Students, Fractions, Mathematical Concepts, Concept Formation, Direct Instruction, Instructional Effectiveness, Intervention, Difficulty Level, Achievement Tests, Problem Solving |
| Assessment and Survey Identifiers: | Wide Range Achievement Test |
| DOI: | 10.1177/00144029211008851 |
| ISSN: | 0014-4029 |
| Abstract: | Using a randomized controlled trial, we examined the effect of a fractions intervention for students experiencing mathematical difficulties in Grade 5. Students who were eligible for the study (n = 205) were randomly assigned to intervention and comparison conditions, blocked by teacher. The intervention used systematic, explicit instruction and relied on linear representations (e.g., Cuisenaire Rods and number lines) to demonstrate key fractions concepts. Enhancing students' mathematical explanations was also a focus. Results indicated that intervention students significantly outperformed students from the comparison condition on measures of fractions proficiency and understanding (g = 0.66-0.78), number line estimation (g = 0.80-1.08), fractions procedures (g = 1.07), and explanation tasks (g = 0.68-1.23). Findings suggest that interventions designed to include explicit instruction, along with consistent use of the number line and opportunities to explain reasoning, can promote students' proficiency and understanding of fractions. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1320419 |
| Database: | ERIC |
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| Abstract: | Using a randomized controlled trial, we examined the effect of a fractions intervention for students experiencing mathematical difficulties in Grade 5. Students who were eligible for the study (n = 205) were randomly assigned to intervention and comparison conditions, blocked by teacher. The intervention used systematic, explicit instruction and relied on linear representations (e.g., Cuisenaire Rods and number lines) to demonstrate key fractions concepts. Enhancing students' mathematical explanations was also a focus. Results indicated that intervention students significantly outperformed students from the comparison condition on measures of fractions proficiency and understanding (g = 0.66-0.78), number line estimation (g = 0.80-1.08), fractions procedures (g = 1.07), and explanation tasks (g = 0.68-1.23). Findings suggest that interventions designed to include explicit instruction, along with consistent use of the number line and opportunities to explain reasoning, can promote students' proficiency and understanding of fractions. |
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| ISSN: | 0014-4029 |
| DOI: | 10.1177/00144029211008851 |
