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ERIC Number: ED550650
Record Type: Non-Journal
Publication Date: 2014-Dec
Pages: 8
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: N/A
WWC Review of the Report "Does Working Memory Moderate the Effects of Fraction Intervention? An Aptitude-Treatment Interaction." What Works Clearinghouse Single Study Review
What Works Clearinghouse
The 2013 study, "Does Working Memory Moderate the Effects of Fraction Intervention? An Aptitude-Treatment Interaction," examined the impacts of the fluency and conceptual versions of "Fraction Face-Off!," a math instruction program designed to improve knowledge of fractions and decimals in fourth-graders at risk for low mathematics achievement. The program emphasizes the measurement approach to teaching fractions and the use of a number line to represent, compare, and order fractions. For this study, students were randomly assigned to three conditions: a fluency group, a conceptual group, and a comparison group. The analytic sample included 243 students. This well-executed study that meets What Works Clearinghouse (WWC) group design standards without reservations found that both fluency and conceptual versions of the program had positive impacts on math achievement. Appended are: (1) Study details; (2) Outcome measures for the mathematics achievement domain; and (3) Study findings for the mathematics achievement domain. A glossary of terms is included. [The following study is the focus of this review: Fuchs, L., Schumacher, R., Sterba, S., Long, J., Namkung, J., Malone, A., Hamlett, C., Jordan, N., Gertsen, R., Siegler, R., & Changas, P. (2013). "Does working memory moderate the effects of fraction intervention? An aptitude-treatment interaction." "Journal of Educational Psychology," 106(2), 1-14.]
What Works Clearinghouse. P.O. Box 2393, Princeton, NJ 08543-2393. Tel: 866-503-6114; e-mail: info@whatworks.ed.gov; Web site: http://ies.ed.gov/ncee/wwc
Publication Type: Reports - Evaluative
Education Level: Grade 4; Intermediate Grades; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: What Works Clearinghouse (ED)
Identifiers - Assessments and Surveys: National Assessment of Educational Progress; Wide Range Achievement Test
IES Funded: Yes
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations