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A Systematic Analysis of Experimental Studies Targeting Fractions for Students with Mathematics Difficulties
Author(s) -
Hwang Jiwon,
Riccomini Paul J.,
Hwang Seok Yoon,
Morano Stephanie
Publication year - 2019
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/ldrp.12187
Subject(s) - mathematics education , psychology , psychological intervention , intervention (counseling) , learning disability , fraction (chemistry) , academic achievement , teaching method , developmental psychology , chemistry , organic chemistry , psychiatry
Abstract Developing an understanding of fractions is critical and is an educational focus, as reflected in national standards and principles. This study conducted a quantitative synthesis of 22 experimental studies to investigate the overall efficacy of previously conducted fraction interventions compared to standard instruction. Instruction type and achievement level were used to examine variations of the effect sizes. The results indicated that intervention was more effective than standard instruction only in problem‐solving domains, and the effects were differentiated by instruction type and achievement level. This study provides a diagnostic view of the current state of U.S. mathematics education on fractions, along with insights for future directions in fraction instruction, particularly focusing on students with mathematics difficulties. Educational implications and limitations are discussed.