Fraction intervention students significantly outperform control students on generalized NAEP fraction items across five RCTs, with a mean ES of 0.58¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Intervention students significantly outperformed control students on 19 released NAEP fraction items each year, with a mean ES of 0.58 across RCTs. → Lynn S. Fuchs 2017 q3 i? On the NAEP measure, the intervention group's achievement gap narrowed by 0.52 SD from pre- to posttest while the control group's gap increased by 0.04 SD. → Lynn S. Fuchs 2017 (2)

Evidence¶

Lynn S. Fuchs 2017¶

Lynn S. Fuchs, Amelia S. Malone, Robin F. Schumacher, Jessica Namkung, and Amber Wang. (2017). Fraction Intervention for Students With Mathematics Difficulties: Lessons Learned From Five Randomized Controlled Trials. Journal of Learning Disabilities. https://doi.org/10.1177/0022219416677249

q3 · i? · causal · r2

Aggregate across the five RCTs on a generalized outcome measure balancing fractions magnitude and part-whole items, using 19 released NAEP items from fourth- and eighth-grade assessments. The article reports "the mean ES was 0.58".

"Here, too, intervention students significantly outperformed control students each year (see Figure 1 for ES by study year; i.e., by RCT). Across RCTs, the mean ES was 0.58."

Lynn S. Fuchs 2017 (2)¶

Lynn S. Fuchs, Amelia S. Malone, Robin F. Schumacher, Jessica Namkung, and Amber Wang. (2017). Fraction Intervention for Students With Mathematics Difficulties: Lessons Learned From Five Randomized Controlled Trials. Journal of Learning Disabilities. https://doi.org/10.1177/0022219416677249

q3 · i? · causal · r2

Aggregated gap analysis on the NAEP outcome: a 0.52 SD decrease for intervention versus a 0.04 SD increase for control, an advantage of 0.56 SD in narrowing the achievement gap.

"the NAEP achievement gap narrowed markedly for intervention students (a decrease in ES of 0.52 SD units from pre- to posttest), while the gap remained approximately constant for the control group (an increase of 0.04 SD)."

Discussion¶

Learner Variables¶

• Proportional Reasoning — outcome: instruction changes it

Related Claims¶

• The multi-component measurement-focused fraction intervention outperforms part-whole-focused control on NAEP items, number line estimation, and calculations — related
• Fraction Face-Off! shows potentially positive effects on general mathematics achievement, with a WWC-calculated effect size of 0.64 and improvement index of +24 on NAEP selected items — related
• Fraction intervention students significantly outperform control students on fraction calculations across five RCTs, with a mean ES of 1.72, despite control allocating more time to computation — related
• Fraction magnitude intervention significantly outperforms business-as-usual control on fraction number line estimation each year, with a mean ES of 0.93 across five RCTs — related
• Improvement in fractions magnitude understanding, but not part-whole understanding, mediates the intervention's effects on fraction outcomes — related