A Systematic Analysis of Experimental Studies Targeting Fractions for Students with Mathematics Difficulties

Jiwon Hwang; Paul J. Riccomini; Seok Yoon Hwang; Stephanie Morano

doi:10.1111/ldrp.12187

A Systematic Analysis of Experimental Studies Targeting Fractions for Students with Mathematics Difficulties

Jiwon Hwang, Paul J. Riccomini, Seok Yoon Hwang, Stephanie Morano

Educational Psychology, Counseling, and Special Education

Research output: Contribution to journal › Article › peer-review

26 Scopus citations

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.

Original language	English (US)
Pages (from-to)	47-61
Number of pages	15
Journal	Learning Disabilities Research and Practice
Volume	34
Issue number	1
DOIs	https://doi.org/10.1111/ldrp.12187
State	Published - Feb 1 2019

All Science Journal Classification (ASJC) codes

Health(social science)
Education
Developmental and Educational Psychology

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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.",

author = "Jiwon Hwang and Riccomini, {Paul J.} and Hwang, {Seok Yoon} and Stephanie Morano",

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AB - 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.

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A Systematic Analysis of Experimental Studies Targeting Fractions for Students with Mathematics Difficulties

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