Improving fraction understanding in sixth graders with mathematics difficulties

Effects of a number line approach combined with cognitive learning strategies

Bibliographic Data

ID21347446
AuthorsChristina Areizaga Barbieri (0000-0002-4338-5807, University of Delaware), Jéssica Rodrigues (0000-0001-8665-3739, University of Delaware), Nancy Dyson (0000-0002-6728-9289, University of Delaware), Nancy C Jordan (0000-0001-8585-5566, University of Delaware)
Year2020
Volume112
Issue3
Pages628-648
Publication date2020-04-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Educational Psychology (JOURNAL)
Journal identifiersISSN: 0022-0663 • E-ISSN: 1939-2176
PublisherAmerican Psychological Association (APA) (PUBLISHER)
DOI10.1037/edu0000384
OpenAlexW2949317234
LanguageEN
Citations received21
References cited27

The effectiveness of an experimental middle school fraction intervention was evaluated. The intervention was centered on the number line and incorporated key principles from the science of learning. Sixth graders (N = 51) who struggled with fraction concepts were randomly assigned at the student level to the experimental intervention (n = 28) or to a business-as-usual control who received their school’s intervention (n = 23). The experimental intervention occurred over 6 weeks (27 lessons). Fraction number line estimation, magnitude comparisons, concepts, and arithmetic were assessed at pretest, posttest, and delayed posttest. The experimental group demonstrated significantly more learning than the control group from pretest to posttest, with meaningful effect sizes on measures of fraction concepts (g = 1.09), number line estimation as measured by percent absolute error (g = −.85), and magnitude comparisons (g = .82). These improvements held at delayed posttest 7 weeks later. Exploratory analyses showed a significant interaction between classroom attentive behavior and intervention group on fraction concepts at posttest, suggesting a buffering effect of the experimental intervention on the normally negative impact of low attentive behavior on learning. A number line–centered approach to teaching fractions that also incorporates research-based learning strategies helps struggling learners to make durable gains in their conceptual understanding of fractions. (PsycINFO Database Record (c) 2020 APA, all rights reserved)

Cognition · Concept learning · Exploratory research · Fraction (chemistry) · Intervention (counseling) · Mathematics education · Number line · PsycINFO · Cognitive and developmental aspects of mathematical skills · Education Methods and Practices · Mathematics Education and Teaching Techniques · Psychology

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