2021/05/24 by Madhavi Jayanthi, Russell Gersten, Robin F. Schumacher +3 · 2 citations
Mathematics · Social Sciences · #Cognitive and developmental aspects of mathematical skills #Education Methods and Practices #Mathematics Education and Teaching Techniques
paper · doi:10.1177/00144029211008851
openalex publication_date 2021/05/24 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/30
Using a randomized controlled trial, we examined the effect of a fractions intervention for students experiencing mathematical difficulties in Grade 5. Students who were eligible for the study ( n = 205) were randomly assigned to intervention and comparison conditions, blocked by teacher. The intervention used systematic, explicit instruction and relied on linear representations (e.g., Cuisenaire Rods and number lines) to demonstrate key fractions concepts. Enhancing students’ mathematical explanations was also a focus. Results indicated that intervention students significantly outperformed students from the comparison condition on measures of fractions proficiency and understanding ( g = 0.66–0.78), number line estimation ( g = 0.80–1.08), fractions procedures ( g = 1.07), and explanation tasks ( g = 0.68–1.23). Findings suggest that interventions designed to include explicit instruction, along with consistent use of the number line and opportunities to explain reasoning, can promote students’ proficiency and understanding of fractions.