Does working memory moderate the effects of fraction intervention? An aptitude–treatment interaction.

By Lynn S. Fuchs, Robin F. Schumacher, S. Sterba, Jessica Long, Jessica M. Namkung, Amelia S. Malone, C. Hamlett, Nancy C. Jordan, Russell Gersten, Robert S. Siegler and 1 more. 2014

176 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/0131203e9a7b13ac33a1acd9280f00863013ecf8

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In Developmental and Educational Psychology

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Citations in the corpus

Hard Lessons: Why Rational Number Arithmetic Is So Difficult for So Many People (2017, background): “Moreover, interventions aimed at improving magnitude knowledge of individual fractions and whole numbers also improve fraction and whole number arithmetic (Fuchs et al., 2014; Fuchs et al., 2016).”
Supported Self-Explaining during Fraction Intervention. (2015, unknown): “Second, to extend control beyond Fuchs et al. (2014), the cognitive processes targeted in the present study were similarly relevant for both contrasted conditions.”
An Integrative Theory of Numerical Development. (2014, background): “…increase knowledge of whole number magnitude extends to fractions: not only does training aimed at improving fraction magnitude knowledge also improve fraction arithmetic but also gains in fraction magnitude knowledge mediate improvements in fraction arithmetic learning (Fuchs et al., 2013, 2014).”
Mathematical Interventions for Secondary Students With Learning Disabilities and Mathematics Difficulties: A Meta-Analysis (2018, background): “On one hand, single-component interventions (visuals only) may by parsimonious and work best for students with LD and MD because of limited cognitive, behavioral, and attentional capacities (e.g., Compton, Fuchs, Fuchs, Lambert, & Hamlett, 2011; Fuchs et al., 2014; Geary, Hoard, Byrd-Craven, Nugent,”
Schema-Based Instruction for Mathematical Word Problem Solving: An Evidence-Based Review for Students With Learning Disabilities (2020, unknown): “Specifically, working memory (WM) deficits are directly linked to MD (Fuchs et al., 2014; Geary, Hoard, Byrd-Craven, Nugent, & Numtee, 2007; Swanson, 2012; Swanson, Jerman, & Zheng, 2009).”
Improving fraction understanding in sixth graders with mathematics difficulties: Effects of a number line approach combined with cognitive learning strategies. (2019, background): “(Fuchs et al., 2014) because this is the grade when formal fraction instruction first takes place.”
Conceptual knowledge of fraction arithmetic. (2015, background): “Randomized controlled trials aimed at improving knowledge of magnitudes produce gains not only in magnitude knowledge but also in arithmetic with both whole numbers (Booth & Siegler, 2008; Ramani & Siegler, 2008) and fractions (Fuchs et al., 2013; Fuchs et al., 2014).”