تقرير
Supported Self-Explaining during Fraction Intervention
| العنوان: | Supported Self-Explaining during Fraction Intervention |
|---|---|
| اللغة: | English |
| المؤلفون: | Fuchs, Lynn S., Malone, Amelia, Schumacher, Robin F., Namkung, Jessica, Hamlett, Carol L., Jordan, Nancy C., Siegler, Robert S., Gersten, Russell, Changas, Paul |
| المصدر: | Grantee Submission. 2015. |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 52 |
| تاريخ النشر: | 2015 |
| Sponsoring Agency: | Institute of Education Sciences (ED) Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH) |
| Contract Number: | R324C100004 HD15052 |
| نوع الوثيقة: | Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades |
| الواصفات: | At Risk Students, Elementary School Students, Grade 4, Mathematics Instruction, Mathematical Concepts, Cognitive Processes, Intervention, Comparative Analysis, Teaching Methods, Word Problems (Mathematics), Pretests Posttests, Control Groups, Experimental Groups, Short Term Memory, Mathematical Logic, Questionnaires, Problem Solving, Mathematics Skills, Listening Comprehension |
| معرفات التقييم و الدراسة: | National Assessment of Educational Progress, Wide Range Achievement Test, Woodcock Diagnostic Reading Battery |
| مستخلص: | The main purposes of this study were to test the effects of teaching at-risk 4th graders to provide explanations for their mathematics work and examine whether those effects occur by compensating for limitations in cognitive processes. We randomly assigned 212 children to 3 conditions: a control group and 2 variants of a multi-component fraction intervention. Both intervention conditions included 36 sessions, each lasting 35 min. All but 7 min of each session were identical. In the 7-min component, students were taught to provide high quality explanations when comparing fraction magnitudes or to solve fraction word problems. Children were pretested on cognitive variables and pre/posttested on fraction knowledge. On accuracy of magnitude comparisons and quality of explanations, children who received the explaining intervention outperformed those in the word-problem condition. On word problems, children who received the word-problem intervention outperformed those in the explaining condition. Moderator analyses indicated that the explaining intervention was more effective for students with weaker working memory, while the word-problem intervention was more effective for students with stronger reasoning ability. |
| Abstractor: | As Provided |
| Number of References: | 56 |
| IES Funded: | Yes |
| Entry Date: | 2015 |
| رقم الانضمام: | ED557580 |
| قاعدة البيانات: | ERIC |
| الوصف غير متاح. |