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Download full textFuchs, 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
Fuchs, Lynn S.; Malone, Amelia; Schumacher, Robin F.; Namkung, Jessica; Hamlett, Carol L.; Jordan, Nancy C.; Siegler, Robert S.; Gersten, Russell; Changas, Paul – Grantee Submission, 2015
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 multi-component fraction…
Descriptors: At Risk Students, Elementary School Students, Grade 4, Mathematics Instruction
Direct linkFuchs, Lynn S.; Fuchs, Douglas; Finelli, Robin; Courey, Susan J.; Hamlett, Carol L.; Sones, Estelle M.; Hope, Susan K. – Elementary School Journal, 2006
The purpose of this study was to assess the effects of schema-broadening instruction (SBI), with and without explicit instruction in strategies for tackling the complexities involved in real-life (RL) math problems, on the math problem solving of third-grade students. Teachers (n = 30) were assigned randomly to 3 16-week conditions: control, SBI,…
Descriptors: Grade 3, Effect Size, Problem Solving, Mathematics
Fuchs, Lynn S.; Fuchs, Douglas; Finelli, Robin; Courey, Susan J.; Hamlett, Carol L. – American Educational Research Journal, 2004
Mathematical problem solving is a transfer challenge requiring children to develop schemas for recognizing novel problems as belonging to familiar problem types for which they know solutions. Schema-based transfer instruction (SBTI) explicitly teaches transfer features that change problems in superficial ways to make them appear novel even though…
Descriptors: Grade 3, Control Groups, Problem Solving, Pretests Posttests
