The effects of a whole-class mathematics intervention on students' fraction knowledge in primary school

The intention of the study was to examine the effects of a fraction intervention in a whole-class environment. The intervention aimed to enhance students' conceptual fraction knowledge, with a major focus on fraction magnitude understanding. This study included 120 fifth-grade students in stand...

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Veröffentlicht in:Scandinavian journal of educational research 2024-09, Vol.68 (6), p.1275-1289
Hauptverfasser: Björkhammer, Cecilia, Samuelsson, Joakim, Träff, Ulf, Östergren, Rickard
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Sprache:eng
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Zusammenfassung:The intention of the study was to examine the effects of a fraction intervention in a whole-class environment. The intervention aimed to enhance students' conceptual fraction knowledge, with a major focus on fraction magnitude understanding. This study included 120 fifth-grade students in standard classroom settings. Utilizing a cluster randomized controlled trial design, students were divided into either an intervention group (n = 64) or a control group (n = 56). Students in the intervention condition received a series of seven 35-minute lessons. Students in the control condition received "treatment as usual". Both post-test and delayed post-test results revealed that students in the intervention group performed significantly better than those in the control group on fraction concepts, with a stronger effect in measurement aspects compared to part-whole aspects. The intervention group also outperformed the control group on fraction arithmetic on both post-tests, while no significant difference was observed on fraction word problems.
ISSN:0031-3831
1470-1170
1470-1170
DOI:10.1080/00313831.2023.2228818