Improvement in fractions magnitude understanding, but not part-whole understanding, mediates the intervention's effects on fraction outcomes¶

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

Subclaims¶

q3 i? In the first three RCTs, fractions magnitude understanding partially mediated intervention effects on the NAEP total score, while part-whole understanding did not mediate effects on magnitude outcomes. → Fuchs 2015

q3 i? In the first three RCTs, fractions magnitude understanding partially mediated intervention effects on NAEP total score, controlling for calculation improvement. → Lynn S. Fuchs 2017

q3 i? Improvement in fractions magnitude understanding completely mediated intervention effects on the part-whole outcome, while part-whole improvement did not mediate effects on magnitude understanding. → Lynn S. Fuchs 2017 (2)

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 · i? · causal · r2

Mediation analyses in the first three RCTs testing the NMAP hypothesis; no standardized effect size is printed for the mediation itself. In Year 1 the indirect effect via magnitude improvement was significant despite controlling for calculation improvement of "a substantial 2.50 SDs."

"Results showed that improvement in fractions magnitude understanding completely mediated the effects of intervention on the part-whole understanding outcome, but improvement in part-whole understanding did not mediate the effects of intervention on the outcome of fractions magnitude understanding."

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

Mediation analysis in the Year 1 RCT with NAEP total score as outcome and number line improvement as mediator, controlling for calculation improvement on which effects were 2.50 SD. The indirect effect remained significant.

"Despite this stringent control, the intervention's indirect effect (via improvement in fractions magnitude understanding) was significant, with fractions magnitude understanding partially mediating the effects of fraction intervention on the NAEP total score, a general outcome."

Discussion¶

Learner Variables¶

• Proportional Reasoning — outcome: instruction changes it

Related Claims¶

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