Effects of Blended Instructional Models on Math Performance

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Interventions to Improve Fraction Skills for Students With Disabilities: A Meta-Analysis (2019, methodology): “= 0.10; Bottge et al., 2002) to 11.51 (var.”
Improving fraction understanding in sixth graders with mathematics difficulties: Effects of a number line approach combined with cognitive learning strategies. (2019, background): “Bottge and colleagues (Bottge et al., 2014) examined the effects of another computer-assisted program (Fractions at Work) that centered instruction around video-based real-world problems (e.g., building a skateboard ramp) to be solved by fictitious students within the video along with hands-on…”