ERIC Number: EJ1449517
Record Type: Journal
Publication Date: 2024-May
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0938-8982
EISSN: EISSN-1540-5826
Available Date: N/A
Using Worked Examples to Promote Explanations of Fractions Concepts: A Formative Pilot Study
Amber Y. Wang; Robin F. Schumacher; Barbara J. Dougherty; Samantha Wavell; Joseph Dimino; Russell Gersten
Learning Disabilities Research & Practice, v39 n2 p87-100 2024
This pilot study examined the feasibility of using worked examples as a mechanism to improve verbal explanations of fractions concepts among Grade 5 students with mathematics difficulties in a small-scale randomized controlled trial (RCT) before scaling up to a large-scale RCT. Students (N = 49) were randomly assigned to a business-as-usual (BAU) comparison group and to two variants of intervention. One intervention condition received both correct and incorrect worked example solutions, the other received correct solutions only. On a measure of verbal explanations, intervention students significantly outperformed students in BAU. Furthermore, students who received both correct and incorrect solutions significantly outperformed students who received correct solutions only on verbal explanations. On fractions proficiency outcomes, results were not significant between intervention and BAU or between the two intervention groups; however, positive findings demonstrate promise for using worked examples to elicit and develop students' verbal explanations of fractions concepts.
Descriptors: Grade 5, Mathematics Instruction, Fractions, Mathematical Concepts, Verbal Communication, Learning Problems, Intervention, Teaching Methods, Program Effectiveness, Mathematics Skills, Models, Student Characteristics
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 2000577
Author Affiliations: N/A