Fraction-focused interventions significantly improved mathematics outcomes over operations-focused interventions for students with MD¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Fractions interventions were a statistically significant predictor of effect size relative to interventions in operations (p = .04). → Stevens 2018

Evidence¶

Stevens 2018¶

Stevens, E. A., Rodgers, M. A., & Powell, S. R. (2018). Intensive interventions in mathematics for upper elementary and secondary students: A meta-analysis of research. Remedial and Special Education, 39(6), 327–340. https://doi.org/10.1177/0741932517731887

q2 · i? · quant-synthesis · r2

Moderator analysis of treatment content (problem solving versus operations versus fractions) in the meta-analysis. The article reports "fractions interventions significantly improved students' mathematics outcomes over interventions in operations (p = .04)"; no effect size is printed.

"The results also revealed that fractions interventions significantly improved students' mathematics outcomes over interventions in operations (p = .04)."

Discussion¶

Related Claims¶

• Fraction Face-Off! shows potentially positive effects on number and operations outcomes, with a WWC-calculated average effect size of 0.89 and improvement index of +31 — a narrower finding that bears on this claim
• 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 — a narrower finding that bears on this claim
• The multi-component measurement-focused fraction intervention outperforms part-whole-focused control on NAEP items, number line estimation, and calculations — a narrower finding that bears on this claim
• Fraction Face-Off! shows potentially positive effects on fourth-grade students' geometry and measurement outcomes, with a WWC-calculated average effect size of 0.96 and improvement index of +33 — a narrower finding that bears on this claim
• Interventions providing more than 15 total hours significantly moderate mathematics outcomes for students with MD in grades 4–12 — related
• Language and incoming calculation skill predict whole-number versus fraction calculations differentially, with significant path-equality tests — related