Fraction magnitude intervention significantly outperforms control on fraction calculation each year (mean ES 1.72) despite control allocating more time to computation¶

Claim · All claims
Evidence · 1 study · quant-synthesis r1 · q3 · i3 large
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i3 Intervention students significantly outperformed control students on addition and subtraction of proper fractions and mixed numbers each year, with a mean ES of 1.72 across RCTs. → Fuchs 2015

Evidence¶

Fuchs 2015¶

Fuchs, L. S., Malone, A. S., Schumacher, R. F., Namkung, J., & Wang, A. (2015). Fraction Intervention for Students with Mathematics Difficulties: Lessons Learned from Five Randomized Control Trials. Vanderbilt University. https://www.researchgate.net/publication/Fraction-Intervention-for-Students-with-Mathematics-Difficulties

q3 · i3 · quant-synthesis · r1

Aggregate across the five RCTs on the Vanderbilt Fraction Battery calculation measure. The printed effect size is Hedges g = 1.72: the article reports "Across RCTs, the mean ES was 1.72" even though the control condition allocated more attention to this topic.

"Yet, intervention students again significantly outperformed control students each year. See Figure 1 for ES by study year (i.e., by RCT). Across RCTs, the mean ES was 1.72."

Discussion¶

Learner Variables¶

Operations and Place Value — outcome: instruction changes it

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