The effectiveness of fraction interventions for fifth graders with mathematics difficulties
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Success in algebra is essential for high school graduation, college entrance, and college success. Competency with fractions is crucial to preparing for learning algebra and more advanced mathematical ideas. However, fractions have been a big challenge to students. Students with mathematics difficulties have even more difficulties in learning fractions. The purpose of this study was to examine the effect of a fraction intervention on the performance of fifth graders with mathematics difficulties. The investigator applied a multiple probe multiple baseline design across three groups of two students to this study. The investigator provided a total of 15 sessions to teach 10 lessons for each group across five weeks. The results of the visual analysis and effect sizes computed indicated that the fraction interventions improved the target fractional performance of all groups. The participants maintained the gain two week after the completion of the intervention. Additionally, the effect of the fraction interventions was large or very close to large. Also, the results from the Misconceptions test, indicated that the fraction intervention reduced participants’ misconceptions. The fraction intervention had generalization effect on the mathematics performance of participants. The results from the social validity questionnaire indicated that all participants had strongly positive perceptions about the fraction intervention.