The Effect of a Tier 2 Multicomponent Fraction Intervention for Fifth Graders Struggling with Fractions

Autor/inn/en	Lee, Jihyun; Bryant, Diane Pedrotty; Bryant, Brian R.
Titel	The Effect of a Tier 2 Multicomponent Fraction Intervention for Fifth Graders Struggling with Fractions
Quelle	In: Remedial and Special Education, 44 (2023) 1, S.28-42 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Jihyun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/07419325211069878
Schlagwörter	Program Effectiveness; Intervention; Fractions; Grade 5; Elementary School Students; Mathematics Education; Direct Instruction; Charter Schools; Curriculum Based Assessment; easyCBM + Suchen Sie Ihr Suchwort? Bruchrechnung; School year 05; 5. Schuljahr; Schuljahr 05; Mathematische Bildung; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Charter school; Charter-Schule
Abstract	Fraction competence is essential for learning algebra and pursuing careers in science, technology, engineering, and mathematics. However, many children have difficulty using fractions, especially those struggling with mathematics. In this study, we examined the effect of a Tier 2 multicomponent fraction intervention for fifth graders, using a multiple-probe design across groups. The intervention included multiple instructional components: (a) explicit instruction; (b) multiple representations; (c) addressing misconceptions; (d) flexibility, reversibility, and generalizations; and (e) self-graphing. The intervention addressed fraction concepts and skills that need to be taught at Grade Levels 3 to 5 based on the Common Core State Standards for Mathematics content standards. The researcher provided the intervention in an intervention classroom at a U.S. charter school three times a week. The total session length ranged from 885 to 906 min across the groups. The results of this study indicated a functional relation between the fraction intervention, and all six students' percentages of correct answers obtained using fraction probes. The results from the fidelity of intervention and assessment and social validity during the intervention were also reported. Limitations and suggestions for future research and implications for practices are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01