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Download full textFuchs, Lynn S.; Bucka, Nicole; Clarke, Ben; Dougherty, Barbara; Jordan, Nancy C.; Karp, Karen S.; Woodward, John – What Works Clearinghouse, 2021
Recent research has identified interventions that improved achievement for students with low test scores in mathematics. The Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades practice guide, developed by the What Works Clearinghouse™ (WWC) in conjunction with an expert panel, distills this recent research into…
Descriptors: Elementary School Students, Kindergarten, Young Children, Mathematics Instruction
Fuchs, Lynn S.; Bucka, Nicole; Clarke, Ben; Dougherty, Barbara; Jordan, Nancy C.; Karp, Karen S.; Woodward, John; Jayanthi, Madhavi; Gersten, Russell; Newman-Gonchar, Rebecca; Schumacher, Robin; Haymond, Kelly; Lyskawa, Julia; Keating, Betsy; Morgan, Seth – What Works Clearinghouse, 2021
Recent intervention research has demonstrated success in raising the achievement level of students who are struggling with mathematics. This practice guide, developed by the What Works Clearinghouse™ (WWC) in conjunction with an expert panel, distills this contemporary mathematics intervention research into six easily comprehensible and practical…
Descriptors: Elementary School Mathematics, Intervention, Mathematics Instruction, Numbers
Direct linkFuchs, Lynn S.; Malone, Amelia S. – Elementary School Journal, 2021
The purpose of this causal-comparative study was to gain insight into whether teaching fractions improves teachers' understanding of fractions. University master's students (n = 25) conducted tutoring on fraction magnitude in grades 3-5. The contrast condition, 17 master's students drawn from the same pool of research assistant applicants,…
Descriptors: Mathematics Teachers, Mathematics Instruction, Pedagogical Content Knowledge, Graduate Students
Fuchs, Lynn S.; Malone, Amelia S. – Grantee Submission, 2020
The purpose of this causal-comparative study was to gain insight into whether teaching fractions improves teachers' understanding of fractions. University master's students (n = 25) conducted tutoring focused on fraction magnitude using number line representations across 39 sessions (3 per week) at grades 3-5. The contrast condition, 17 master's…
Descriptors: Fractions, Mathematics Instruction, Mathematics Teachers, Tutors
Powell, Sarah R.; Fuchs, Lynn S. – Learning Disabilities Research & Practice, 2015
Students who demonstrate persistent mathematics difficulties and whose performance is severely below grade level require "intensive intervention". Intensive intervention is an individualized approach to instruction that is more demanding and concentrated than Tier 2 intervention efforts. We present the elements of intensive intervention…
Descriptors: Mathematics Instruction, Learning Problems, Intervention, Teaching Methods
Powell, Sarah R.; Fuchs, Lynn S. – Grantee Submission, 2015
Students who demonstrate persistent mathematics difficulties and whose performance is severely below grade level require "intensive intervention". Intensive intervention is an individualized approach to instruction that is more demanding and concentrated than Tier 2 intervention efforts. We present the elements of intensive intervention…
Descriptors: Mathematics Instruction, Learning Problems, Intervention, Teaching Methods
Bailey, Drew H.; Fuchs, Lynn S.; Gilbert, Jennifer K.; Geary, David C.; Fuchs, Douglas – Child Development, 2020
We present first-grade, second-grade, and third-grade impacts for a first-grade intervention targeting the conceptual and procedural bases that support arithmetic. At-risk students (average age at pretest = 6.5) were randomly assigned to three conditions: a control group (n = 224) and two variants of the intervention (same conceptual instruction…
Descriptors: Grade 1, Grade 2, Grade 3, Elementary School Students
Wang, Amber Y.; Fuchs, Lynn S.; Fuchs, Douglas; Gilbert, Jennifer K.; Krowka, Sarah; Abramson, Rebecca – Journal of Learning Disabilities, 2019
The purpose of this study was to explore the efficacy of fractions intervention with and without an embedded self-regulation (SR) component for third-grade students at risk for mathematics disabilities. Fractions intervention focused on magnitude understanding and word problems. Embedded SR was designed to support a growth mindset (fostering…
Descriptors: Mathematics Instruction, Self Management, Elementary School Students, Grade 3
Wang, Amber Y.; Fuchs, Lynn S.; Fuchs, Douglas; Gilbert, Jennifer K.; Krowka, Sarah; Abramson, Rebecca – Grantee Submission, 2019
The purpose of this study was to explore the efficacy of fractions intervention with and without an embedded self-regulation (SR) component for third-grade students at risk for mathematics disabilities. Fractions intervention focused on magnitude understanding and word problems. Embedded SR was designed to support a growth mindset (fostering…
Descriptors: Mathematics Instruction, Self Control, Grade 3, Elementary School Students
Powell, Sarah R.; Berry, Katherine A.; Fall, Anna-Maria; Roberts, Greg; Fuchs, Lynn S.; Barnes, Marcia A. – Grantee Submission, 2021
The purpose of this study was to explore the paths by which word-problem intervention, with versus without embedded pre-algebraic reasoning instruction, improves word-problem performance. Students with mathematics difficulty (MD; n = 304) were randomly assigned to a business-as-usual condition or one of two variants of word-problem intervention.…
Descriptors: Word Problems (Mathematics), Mathematics Instruction, Problem Solving, Intervention
Powell, Sarah R.; Fuchs, Lynn S. – TEACHING Exceptional Children, 2018
Many general and special education teachers teach mathematics word problems by defining problems as a single operation and linking key words to specific operations. Unfortunately, teaching students to approach word problems in these ways discourages mathematical reasoning and frequently produces incorrect answers. This article lists eight common…
Descriptors: Mathematics Instruction, Teaching Methods, Word Problems (Mathematics), Problem Solving
Fuchs, Lynn S.; Malone, Amelia S.; Schumacher, Robin F.; Namkung, Jessica; Wang, Amber – Journal of Learning Disabilities, 2017
In this article, the authors summarize results from 5 randomized controlled trials assessing the effects of intervention to improve the fraction performance of fourth-grade students at risk for difficulty in learning about fractions. The authors begin by explaining the importance of competence with fractions and why an instructional focus on…
Descriptors: Randomized Controlled Trials, Intervention, Fractions, Mathematics Skills
Fuchs, Lynn S.; Malone, Amelia S.; Schumacher, Robin F.; Namkung, Jessica; Hamlett, Carol L.; Jordan, Nancy C.; Siegler, Robert S.; Gersten, Russell; Changas, Paul – Journal of Educational Psychology, 2016
The main purposes of this study were to test the effects of teaching at-risk 4th graders to provide explanations for their mathematics work and examine whether those effects occur by compensating for limitations in cognitive processes. We randomly assigned 212 children to 3 conditions: a control group and 2 variants of a multicomponent fraction…
Descriptors: Grade 4, Elementary School Mathematics, Elementary School Students, Cognitive Processes
Namkung, Jessica M.; Fuchs, Lynn S. – Learning Disabilities Research & Practice, 2012
The purpose of the study was to examine differences in early numerical competencies, as well as subtraction skill, as a function of children's mathematics difficulty (MD) status: computational difficulty (CD), word problem-solving difficulty (PD), concurrent difficulty (CDPD), or neither difficulty (i.e., typically developing; TYP). Based on…
Descriptors: Grade 2, Subtraction, Numeracy, Number Concepts
Fuchs, Lynn S.; Malone, Amelia S.; Schumacher, Robin F.; Namkung, Jessica; Wang, Amber – Grantee Submission, 2016
The purpose of this article was to summarize results from 5 randomized control trials assessing the effects of intervention to improve the fraction performance of 4th-grade students at-risk for difficulty in learning about fractions. We begin by explaining the importance of competence with fractions and why an instructional focus on fractions…
Descriptors: Mathematical Aptitude, Intervention, Fractions, Randomized Controlled Trials
