Effects of Intervention to Improve At-Risk Fourth Graders’ Understanding, Calculations, and Word Problems with Fractions
By Lynn S. Fuchs, Robin F. Schumacher, Jessica Long, Jessica M. Namkung, Amelia S. Malone, Amber Y. Wang, C. Hamlett, Nancy C. Jordan, Robert S. Siegler, Paul Changas. The Elementary school journal, 2016
69 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/13f8448836998f997dd00164f1499037bc7ea597
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Mickey Losinski
- Robert S. Siegler
- R. Ennis
- R. Beghetto
- James C. Kaufman
- Tania Lombrozo
- Bethany Rittle-Johnson
- Kurt W. Fischer
In Education
- Hugues Lortie-Forgues
- Robert S. Siegler
- Mickey Losinski
- R. Ennis
- Rafael E. Núñez
- Geetha B. Ramani
- Nancy C. Jordan
- Michael Schneider
In Statistics and Probability
- Hugues Lortie-Forgues
- Robert S. Siegler
- Mickey Losinski
- R. Ennis
- R. Beghetto
- Rafael E. Núñez
- Geetha B. Ramani
- Nancy C. Jordan
Citations in the corpus
- Interventions to Improve Fraction Skills for Students With Disabilities: A Meta-Analysis (2019, methodology): “Researcher 3 36 30 Fuchs et al. (2016) Explicit Fraction Face-Off!”
- 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).”
- How evidence-based reform will transform research and practice in education (2020, unknown): “(Fuchs et al., 2016) 4 1–2 2 þ0.”