Fraction Intervention for Students With Mathematics Difficulties: Lessons Learned From Five Randomized Controlled Trials

Lynn S. Fuchs, Amelia S. Malone, Robin F. Schumacher, Jessica Namkung, Amber Wang

Research output: Contribution to journalArticle

15 Scopus citations

Abstract

In this article, the authors summarize results from 5 randomized controlled trials assessing the effects of intervention to improve the fraction performance of fourth-grade students at risk for difficulty in learning about fractions. The authors begin by explaining the importance of competence with fractions and why an instructional focus on fractions magnitude understanding may improve learning. They then describe an intervention that relies strongly on this type of understanding about fractions instruction, and they provide an overview of the intervention’s overall effects. This is followed by an overview of 5 intervention components for which the authors isolated effects. They conclude by discussing some of the lessons learned from this research program.

Original languageEnglish (US)
Pages (from-to)631-639
Number of pages9
JournalJournal of learning disabilities
Volume50
Issue number6
DOIs
StatePublished - Nov 1 2017

Keywords

  • fraction magnitudes
  • fractions
  • intervention
  • math difficulty
  • mathematics difficulty
  • risk

ASJC Scopus subject areas

  • Health(social science)
  • Education
  • Health Professions(all)

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