A Fraction Sense Intervention for Sixth Graders With or At Risk for Mathematics Difficulties
| Autor: | Luke Rinne, Jessica Rodrigues, Nancy Dyson, Nancy C. Jordan, Christina Barbieri |
|---|---|
| Rok vydání: | 2018 |
| Předmět: |
050103 clinical psychology
Screening test Teaching method education 05 social sciences Public Health Environmental and Occupational Health 050301 education Education Number line Numeracy Intervention (counseling) Mathematics education 0501 psychology and cognitive sciences Fraction (mathematics) Mathematics instruction 0503 education At-risk students |
| Zdroj: | Remedial and Special Education. 41:244-254 |
| ISSN: | 1538-4756 0741-9325 |
| DOI: | 10.1177/0741932518807139 |
| Popis: | The efficacy of a research-based fraction sense intervention for sixth graders with or at risk for mathematics difficulties ( N = 52) was examined. The intervention aimed to build understanding of fraction magnitudes on the number line. Key concepts were taught with a narrow range of denominators to develop deep understanding. The intervention was centered on a visual number line in the meaningful context of a color run race. Students were randomly assigned to the fraction sense intervention ( n = 25) or a business-as-usual control group ( n = 27). Students in the intervention condition received 21 lessons in small groups (45 min each) during their regular mathematics intervention period. Students in the intervention group performed significantly better than those in the control group on a measure of fraction number line estimation and a more general measure of fraction concepts, both at immediate posttest and delayed posttest, with large effect sizes; lesser effects were shown for fraction arithmetic. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
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