Embed science-of-learning principles (meaningful contexts, gestures, concreteness fading, integrated visual-verbal models, interleaved retrieval practice, process-oriented feedback) in fraction intervention design

Design · All designs
Evidence · no claims cited

Description

The FSI explicitly employs principles grounded in research in the science of learning to maximize effectiveness and encourage retention of fraction concepts. Lessons anchor instruction in a meaningful color-run race narrative, use animated gestures with an arrow sweeping from 0 to the fraction, apply concreteness fading from physical fraction bars to drawings to mental models, place text next to visualizations to decrease memory load, use side-by-side comparisons of worked examples, spiral concepts with increasingly larger denominators for distributed and interleaved practice, and provide corrective and process-oriented feedback.

Design Implications

Context

Requirements

• Teacher training on the learning science principles and how to present the PowerPoint lessons

Constraints

• The article notes these principles are drawn from prior research (e.g., Bottge et al., 2014; Fyfe & Nathan, 2019) rather than independently tested in this study

Target Learners

• sixth-grade students with mathematics difficulties

Learning Goals

• fraction sense-making rather than procedure memorization
• retention and application of fraction concepts

Claims

• Fsi Teacher Delivered Overall Posttest Effect [+M]

Related Designs

• Concreteness Fading
• Chunking

Examples

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Key Sources

• Nancy C. Jordan, Nancy Dyson, Taylor-Paige Guba, Megan Botello, Heather Suchanec-Cooper, Henry May. (2024). Exploring the Impact of a Fraction Sense Intervention in Authentic School Environments: An Initial Investigation. Journal of Experimental Child Psychology. https://doi.org/10.1016/j.jecp.2024.105954

Page metadata

Field	Value
type	design
id	fsi-science-of-learning-principles-embedded
title	Embed science-of-learning principles (meaningful contexts, gestures, concreteness fading, integrated visual-verbal models, interleaved retrieval practice, process-oriented feedback) in fraction intervention design
description	The FSI explicitly employs principles grounded in research in the science of learning to maximize effectiveness and encourage retention of fraction concepts.
status	review
generated	by process:settle-candidates on 2026-11-01
trust	unverified — no one has confirmed this page's content
sources	1 — nancy-c-jordan-2024

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