Initial Efficacy of a Fraction–Vocabulary Intervention for Students Experiencing Mathematics Difficulty in Grade 4
Xin Lin, Sarah R. Powell
Abstract
This quasi–experimental study was designed to investigate the initial efficacy of a fraction–vocabulary intervention for Grade 4 students with mathematics difficulty (MD) and to explore its impact on relevant fraction competencies. Thirty–three students were assigned to either the intervention condition ( n = 16) or a business–as–usual comparison condition ( n = 17). The intervention occurred 3 sessions per week for 4 weeks, for a total of 11 sessions. Results indicated the main effect of the fraction–vocabulary intervention was significant for fraction–vocabulary posttest and one fraction competency—fraction arithmetic. That is, students with MD can successfully learn fraction vocabulary via a brief intervention, and improved fraction–vocabulary knowledge may positively affect their fraction competencies.