Fraction Interventions for Students Struggling to Learn Mathematics: A Research Synthesis
This study synthesized intervention studies focusing on instruction to improve fraction skills. Seventeen studies met the inclusion criteria: being published in English-language peer-reviewed journals or dissertations between 1975 and 2014, and targeting 3rd- through 12th-grade students struggling t...
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| Veröffentlicht in: | Remedial and special education 2015-11, Vol.36 (6), p.374-387 |
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| container_title | Remedial and special education |
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| creator | Shin, Mikyung Bryant, Diane Pedrotty |
| description | This study synthesized intervention studies focusing on instruction to improve fraction skills. Seventeen studies met the inclusion criteria: being published in English-language peer-reviewed journals or dissertations between 1975 and 2014, and targeting 3rd- through 12th-grade students struggling to learn mathematics. From the Common Core State Standards for Mathematics, addition and subtraction of fractions were most frequently representing the Standards for Mathematical Content, and modeling for mathematics instruction was most frequently observed to represent the Standards for Mathematical Practice. Results indicated that interventions consisting of evidence-based instructional components (e.g., concrete and visual representations; explicit, systematic instruction; range and sequence of examples; heuristic strategies; and use of real-world problems) led to improved performance on measures with fraction concepts and skills. Limitations and directions for future research are discussed. |
| doi_str_mv | 10.1177/0741932515572910 |
| format | Article |
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Seventeen studies met the inclusion criteria: being published in English-language peer-reviewed journals or dissertations between 1975 and 2014, and targeting 3rd- through 12th-grade students struggling to learn mathematics. From the Common Core State Standards for Mathematics, addition and subtraction of fractions were most frequently representing the Standards for Mathematical Content, and modeling for mathematics instruction was most frequently observed to represent the Standards for Mathematical Practice. Results indicated that interventions consisting of evidence-based instructional components (e.g., concrete and visual representations; explicit, systematic instruction; range and sequence of examples; heuristic strategies; and use of real-world problems) led to improved performance on measures with fraction concepts and skills. 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| subjects | Academic Standards Algebra Common Core State Standards Councils Curricula Disabilities Dissertations & theses Educational Legislation Elementary School Students Equal Education Evidence based Federal Legislation Fidelity Fractions Grade 10 Grade 11 Grade 12 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Individuals with Disabilities Education Act Individuals with Disabilities Education Improvement Act 2004 Intervention Knowledge Learning Learning Disabilities Literature Reviews Low Achievement Mathematics Mathematics Education Mathematics Instruction Mathematics Teachers Measures (Individuals) Online Searching Preschool education Secondary School Students Skills Special education Students Success Teaching |
| title | Fraction Interventions for Students Struggling to Learn Mathematics: A Research Synthesis |
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