Fraction intervention for students with mathematics difficulties: Lessons learned from five randomized controlled trials

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.
Authors citation
Fuchs, L. S., Malone, A. S., Schumacher, R. F., Namkung, J., & Wang, A.
Publication
Journal of Learning Disabilities, 50(6), 631–639
Year of Study
2016
Subject
Math
Program Evaluated
Fraction Face-Off!
Tutor Type
Teaching Assistant
Duration
12 weeks
Sample size
212
Grade Level(s)
4th Grade
Student-Tutor Ratio
Small group
Effect Size
0.64
Study Design
Student Randomized
Full citation
Fuchs, L. S., Malone, A. S., Schumacher, R. F., Namkung, J., & Wang, A. (2017). Fraction intervention for students with mathematics difficulties: Lessons learned from five randomized controlled trials. Journal of Learning Disabilities, 50(6), 631–639. https://doi.org/10.1177/0022219416677249