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  1. Madhavi Jayanthi
  2. Director of Research
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  1. Joe Dimino
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  1. Russell Gersten
  2. Executive Director
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  1. Robin Schumacher
  2. Sr. Research Associate
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  1. Samantha Spallone
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Intervention for Improving Struggling 5th-Graders’ Fractions Achievement

NSF Awards: 1535214

2019 (see original presentation & discussion)

Grades K-6

We recently conducted a large-scale randomized controlled trial of a fractions intervention for 5th-grade struggling students. The study was conducted in three school districts and included 205 students (102 in treatment and 103 in control) who were between the 15th and 37th percentile on a fractions screening measure. Students in the treatment condition received 35 minutes of fractions intervention 3–4 times a week. The intervention emphasized the use of the number line to teach understanding of both foundational and grade-level fractions concepts. It also emphasized building students’ ability to explain their solution strategies and the underlying mathematical concepts for operations. The post-tests given at the end of the intervention indicated that students who received the fractions intervention outperformed students who did not receive the fractions intervention on a range of measures (effect size [Hedges’ g] of .66 to 1.08; p < .0001).

In this 3-minute video, we will highlight how the number line was used to teach the fractions content and what was done to facilitate student written and verbal explanations. We will also briefly highlight the results.

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