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¶

Claim · All claims
Evidence · 2 studies · 2 causal r2 · q3 · i3 large
Currency · newest study 2017 · checked against its sources 2026-11-01 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i3 Across five RCTs, intervention students significantly outperformed control students on the number line estimation task each year, with a mean ES of 0.93. → Fuchs 2015

q3 i? Across the five RCTs, intervention students significantly outperformed control students on number line estimation each year, with a mean ES of 0.93. → Lynn S. Fuchs 2017

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 · causal · r2

Aggregate of five randomized control trials with approximately 250 at-risk fourth graders per year randomly assigned at the individual level. The printed effect size is Hedges g = 0.93: the article reports "Across RCTs, the mean ES was 0.93" on the computer-administered Number Line Task.

"On this task, 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 0.93."

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 of five RCTs comparing a fractions-magnitude intervention against business-as-usual control on a computer-administered number line task with endpoints 0 and 2. The article reports "the mean ES was 0.93" with significant outperformance each year; no per-year effect sizes are printed in this summary.

"On this task, 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 0.93."

Discussion¶

Learner Variables¶

• Number Sense — outcome: instruction changes it
• Proportional Reasoning — outcome: instruction changes it

Related Claims¶

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• 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
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