Supported self-explaining during fraction intervention

Lynn S. Fuchs, Amelia S. Malone, Robin F. Schumacher, Jessica Namkung, Carol L. Hamlett, Nancy C. Jordan, Robert S. Siegler, Russell Gersten, Paul Changas

Research output: Contribution to journalArticle

28 Citations (Scopus)

Abstract

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 multicomponent 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.

Original languageEnglish (US)
Pages (from-to)493-508
Number of pages16
JournalJournal of Educational Psychology
Volume108
Issue number4
DOIs
StatePublished - May 1 2016

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Students
Aptitude
Mathematics
Short-Term Memory
Teaching
student
moderator
Control Groups
mathematics
ability
Group

Keywords

  • Fractions
  • Intervention
  • Moderator
  • Supported self-explaining
  • Working me

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

Fuchs, L. S., Malone, A. S., Schumacher, R. F., Namkung, J., Hamlett, C. L., Jordan, N. C., ... Changas, P. (2016). Supported self-explaining during fraction intervention. Journal of Educational Psychology, 108(4), 493-508. https://doi.org/10.1037/edu0000073

Supported self-explaining during fraction intervention. / Fuchs, Lynn S.; Malone, Amelia S.; Schumacher, Robin F.; Namkung, Jessica; Hamlett, Carol L.; Jordan, Nancy C.; Siegler, Robert S.; Gersten, Russell; Changas, Paul.

In: Journal of Educational Psychology, Vol. 108, No. 4, 01.05.2016, p. 493-508.

Research output: Contribution to journalArticle

Fuchs, LS, Malone, AS, Schumacher, RF, Namkung, J, Hamlett, CL, Jordan, NC, Siegler, RS, Gersten, R & Changas, P 2016, 'Supported self-explaining during fraction intervention', Journal of Educational Psychology, vol. 108, no. 4, pp. 493-508. https://doi.org/10.1037/edu0000073
Fuchs LS, Malone AS, Schumacher RF, Namkung J, Hamlett CL, Jordan NC et al. Supported self-explaining during fraction intervention. Journal of Educational Psychology. 2016 May 1;108(4):493-508. https://doi.org/10.1037/edu0000073
Fuchs, Lynn S. ; Malone, Amelia S. ; Schumacher, Robin F. ; Namkung, Jessica ; Hamlett, Carol L. ; Jordan, Nancy C. ; Siegler, Robert S. ; Gersten, Russell ; Changas, Paul. / Supported self-explaining during fraction intervention. In: Journal of Educational Psychology. 2016 ; Vol. 108, No. 4. pp. 493-508.
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