The efficacy of a research-based fraction sense intervention for sixth graders with or at risk for mathematics difficulties (N = 52) was examined. The intervention aimed to build understanding of fraction magnitudes on the number line. Key concepts were taught with a narrow range of denominators to develop deep understanding. The intervention was…

The effectiveness of an experimental middle school fraction intervention was evaluated. The intervention was centered on the number line and incorporated key principles from the science of learning. Sixth graders (N = 51) who struggled with fraction concepts were randomly assigned at the student level to the experimental intervention (n = 28) or…

Students often misinterpret the equal sign (=) as operational instead of relational. Research indicates misinterpretation of the equal sign occurs because students receive relatively little exposure to equations that promote relational understanding of the equal sign. No study, however, has examined effects of nonstandard equations on the equation…

The authors' purpose was to determine the effects of computer-based practice and conceptual interventions on computational fluency and word-problem solving of fourth- and fifth-grade students with mathematics difficulties. A randomized pretest-posttest control group design found that students assigned to the computer-based practice intervention…

This study investigated the role of strategy instruction and cognitive abilities on word problem solving accuracy in children with math difficulties (MD). Elementary school children (N = 120) with and without MD were randomly assigned to 1 of 4 conditions: general-heuristic (e.g., underline question sentence), visual-schematic presentation…

Cognitive strategies are important tools for children with math difficulties (MD) in learning to solve word problems. The effectiveness of strategy training, however, depends on working memory capacity (WMC). Thus, children with MD but with relatively higher WMC are more likely to benefit from strategy training, whereas children with lower WMC may…

The purpose of this quantitative study was to investigate the effectiveness of a system-wide Response to Intervention (RTI) program on the mathematical achievement of seventh and eighth grade students. The study consisted of five district schools with a total of 502 participants. The students were identified as belonging to one of two tiers, which…

This study investigated the role of strategy instruction on solution accuracy in children with and without serious math difficulties (MD) in problem solving. Children's posttest solution accuracy was compared on standardized and experimental measures as a function of strategy conditions. Strategy conditions included curriculum materials that…

The purpose of this study was to determine the effects of an early numeracy preventative Tier 2 intervention on the mathematics performance of first-grade students with mathematics difficulties. Researchers used a pretest-posttest control group design with randomized assignment of 139 students to the Tier 2 treatment condition and 65 students to…