Details

Autor(en) / Beteiligte

• Barbieri, Christina A
• Rodrigues, Jessica
• Dyson, Nancy
• Jordan, Nancy C
• Kendeou, Panayiota
• Graham, Steve

Titel

Improving Fraction Understanding in Sixth Graders With Mathematics Difficulties: Effects of a Number Line Approach Combined With Cognitive Learning Strategies

Ist Teil von

• Journal of educational psychology, 2020-04, Vol.112 (3), p.628-648

Ort / Verlag

Washington: American Psychological Association

Erscheinungsjahr

2020

Quelle

ERIC

Beschreibungen/Notizen

• The effectiveness of an experimental middle school fraction intervention was evaluated. The intervention was centered on the number line and incorporated key principles from the science of learning. Sixth graders (N = 51) who struggled with fraction concepts were randomly assigned at the student level to the experimental intervention (n = 28) or to a business-as-usual control who received their school's intervention (n = 23). The experimental intervention occurred over 6 weeks (27 lessons). Fraction number line estimation, magnitude comparisons, concepts, and arithmetic were assessed at pretest, posttest, and delayed posttest. The experimental group demonstrated significantly more learning than the control group from pretest to posttest, with meaningful effect sizes on measures of fraction concepts (g = 1.09), number line estimation as measured by percent absolute error (g = −.85), and magnitude comparisons (g = .82). These improvements held at delayed posttest 7 weeks later. Exploratory analyses showed a significant interaction between classroom attentive behavior and intervention group on fraction concepts at posttest, suggesting a buffering effect of the experimental intervention on the normally negative impact of low attentive behavior on learning. A number line-centered approach to teaching fractions that also incorporates research-based learning strategies helps struggling learners to make durable gains in their conceptual understanding of fractions. Educational Impact and Implications Statement A mathematics intervention that used a number line-centered approach and validated learning principles to teach fraction concepts helped struggling sixth graders improve their fraction understanding. After participating in the intervention, students performed better on assessments of fraction concepts, number line estimation, and magnitude comparisons than a group of students who received their school's regular intervention, and these improvements held seven weeks later. Findings suggest that students who are struggling with fractions, even after receiving several years of formal fraction instruction in school, can still make large gains in their understanding, preparing them for more advanced mathematics and for success in STEM related fields.