ERIC Number: EJ1110067
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Examining a Preteaching Framework to Improve Fraction Computation Outcomes among Struggling Learners
Watt, Sarah J.; Therrien, William J.
Preventing School Failure, v60 n4 p311-319 2016
Thirty-two students enrolled in one of four sixth-grade classrooms across two elementary schools participated in this study. Students receiving supplemental and intensive instruction in math and those with math-related disabilities were participants. A treatment and control, pre/postexperimental design was used to examine the effect of preteaching using a gradual instructional sequence on students' accuracy in solving fraction computations. Prior to each unit, students were pretaught three essential prerequisite skills related to the upcoming general education core math unit. Findings indicate that the combination of preteaching using the concrete-representational-abstract instructional sequence can be effective at improving the overall fraction computations of students with or at risk for disabilities.
Descriptors: Grade 6, Elementary School Students, Disabilities, Mathematics Instruction, Fractions, Control Groups, Experimental Groups, Teaching Methods, Student Characteristics, Program Effectiveness, Intervention, Pretests Posttests, Computation, Algebra
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Grade 6; Intermediate Grades; Middle Schools; Elementary Education
Authoring Institution: N/A