Improving At-Risk Learners' Understanding of Fractions

By Lynn S. Fuchs, Robin F. Schumacher, Jessica Long, Jessica M. Namkung, C. Hamlett, Paul T. Cirino, Nancy C. Jordan, Robert S. Siegler, R. Gersten, Paul Changas. 2013

267 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/cabfc09bd0e23b1bd75167ecad460dcd55355d41

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Citations in the corpus

Performance Differences on a Measure of Mathematics Vocabulary for English Learners and Non-English Learners with and without Mathematics Difficulty (2019, background): “, 2012), rational-number understanding (Fuchs et al., 2013), and algebra (O’Shea et al.”
Improving fraction understanding in sixth graders with mathematics difficulties: Effects of a number line approach combined with cognitive learning strategies. (2019, background): “Students with stronger whole number estimation skills in third grade are more likely to perform better on fraction concepts and procedures measures in fourth and sixth grades (Bailey et al., 2015; Fuchs et al., 2013).”
Inclusion Versus Specialized Intervention for Very-Low-Performing Students (2015, methodology): “…to address the kinds of cognitive limitations these students experience, such as poor language comprehension and limited working memory (e.g., L. S. Fuchs et al., 2013; L. S. Fuchs, Schumacher, Sterba, et al., 2014) and to address the types of difficulty in foundational skills these students, by…”
Putting fractions together. (2020, background): “Several such interventions have been developed recently, and each of them has yielded better learning outcomes than control interventions lacking the aforementioned characteristics (Dyson et al., 2018; Fuchs et al., 2013; Saxe, Diakow, & Gearhart, 2013).”
Hard Lessons: Why Rational Number Arithmetic Is So Difficult for So Many People (2017, background): “This finding was especially striking because Fraction Face-off! devoted less explicit instruction to fraction arithmetic procedures than did the standard curriculum (Fuchs et al., 2013; Fuchs et al., 2014; Fuchs et al., 2016).”
A Meta–Analysis of Empirical Research on Teaching Students with Mathematics Learning Difficulties (2016, methodology): “…effectsinthedomainsofalgebraandfractionneededcautious interpretation, because only two studies used algebra and fraction as the outcome measures (Fuchs et al., 2013b, 2010 used fraction and algebra measure, respectively), and for each domain only four comparisons were included in the ES…”
Interventions to Improve Fraction Skills for Students With Disabilities: A Meta-Analysis (2019, methodology): “Explicit Instruction Explicit instruction involves providing clear explanations, modeling steps or procedures, opportunities for supported and independent practice, ongoing feedback, and summative assessment (Fuchs et al., 2013).”
The effect of coronavirus disease-19 (COVID-19) risk perception on behavioural intention towards ‘untact’ tourism in South Korea during the first wave of the pandemic (March 2020) (2020, background): “In addition, the experiential and intangible nature of tourism often leads tourists to perceive higher levels of unsystematic risks (Fuchs et al., 2013).”
Mathematics Interventions for Upper Elementary and Secondary Students: A Meta-Analysis of Research (2018, unknown): “, Fuchs et al., 2016; KetterlinGeller et al., 2008; Xin, Jitendra, Deatline-Buchman, 2005). In contrast to explicit instruction, the Gersten et al. (2009) review also found statistically significant results in favor of heuristics, a more generalized approach that involves multiple ways to solve a pr”
Effects of Intervention to Improve At-Risk Fourth Graders’ Understanding, Calculations, and Word Problems with Fractions (2016, background): “Fraction Face-Off! is a revision of Fuchs et al. (2013, 2014).”
Supported Self-Explaining during Fraction Intervention. (2015, background): “…knowledge, roles have been demonstrated for reasoning (Fuchs et al., 2013; Seethaler et al., 2011), working memory (Fuchs, Schumacher, et al., 2013, 2014; Hansen et al., 2015; Jordan et al., 2013; Seethaler et al., 2011), and language comprehension (Fuchs et al., 2013; Jordan et al., 2013).”
Is Mathematical Representation of Problems an Evidence-Based Strategy for Students With Mathematics Difficulties? (2016, methodology): “In the other half of studies (i.e., Butler et al., 2003; Fuchs et al., 2008, 2009, 2013, 2014; Powell & Fuchs, 2010), teachers and students used both manipulative materials and visual models, with equally strong effects as for visuals only.”