NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1204830
Record Type: Journal
Publication Date: 2019-Mar
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0033-3085
Fraction Interventions for Struggling Elementary Math Learners: A Review of the Literature
Roesslein, Rachel I.; Codding, Robin S.
Psychology in the Schools, v56 n3 p413-432 Mar 2019
Understanding fractions has been a pervasively difficult skill for struggling math learners, yet it is essential for success in secondary level mathematics skills. The present systematic review examined the evidence base of fraction interventions for elementary level students identified as struggling math learners. Twelve studies met inclusion criteria and were reviewed for (a) instructional focus (b) instructional components, and (c) effectiveness of the intervention on fraction performance. The majority of studies had a primary instructional focus on conceptual knowledge of fraction learning. Results of the study also indicated that all interventions included multiple evidence-based instructional components (e.g., concrete and visual representations, range and sequence of examples, etc.). These multicomponent interventions improved performance on a variety of proximal fraction outcome measures. Intervention effects were mixed for generalized outcome measures and minimal for distal outcome measures. Limitations, implications for practice, and future research directions are discussed.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Information Analyses
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A