Examining Teacher Usability of a Fraction Intervention for Struggling Sixth Graders

• In Event: Translating Findings From Cognitive Science to Improve Fraction Learning in the Classroom and the Playground.

Abstract

Fraction learning in low performing students -- many of whom are low SES minorities who are underrepresented in STEM fields -- must be an educational priority. A significant number of students enter 6th grade unprepared for grade-level fraction instruction (Resnick et al., 2016). To address this need, we developed an innovative fraction sense intervention (FSI) through an iterative development project. Randomized studies with researcher instructors revealed moderate to large effect sizes (e.g., Authors, 2019). The purpose of this presentation is to provide evidence of usability of the FSI when carried out by teachers in authentic school intervention settings.

The FSI is designed for students who have not succeeded with conventional instruction in fractions. To prepare students for algebra as well as everyday life, the goal is to improve students’ understanding of (1) fractions as numbers with magnitudes (i.e., how the numerator and denominator work together to determine magnitude), (2) fraction equivalence and ordering, and (3) fraction arithmetic. The FSI centers on the number line to support students’ understanding of fractions as numbers (Gersten et al., 2017). The FSI connects familiar representations (e.g., rulers, race courses) to the number line.

The FSI incorporates principles from cognitive science that are effective for most learners (Brown et al., 2014) including: gestures to promote learning; concreteness fading; integrated visual and verbal models; and side by side comparisons of solution methods. The FSI provides practice that is spaced out over time for retention, understanding, and transfer. Importantly, the FSI is anchored in meaningful contexts (Bottge et al., 2014).

Participants were teachers and children in seven 6th grade math intervention classes. Because typical intervention classes include 10 to 16 students, core parts of the intervention are presented on animated PowerPoint slides. Lesson text is presented on the slide to provide written instruction for students with attention difficulties. Children (N = 86) were randomly assigned to the FSI or a control intervention class. Measures of fraction knowledge were given at pretest and posttest. There were 24 30-min lessons, carried out every other day. Lessons were audiotaped and coded for fidelity to the lesson. Each time a teacher departed from the instructions the departure was recorded both for the time and the nature of the departure. FSI teachers were surveyed after the intervention to evaluate usability further.

Group effect sizes ranged from small to moderate, with the largest effects for fraction comparisons (g =.61). However, as noted, our main goal was to examine feasibility and usability for teachers. FSI teachers accurately carried out the intervention lessons (mean = 96.5%, range 94.6 to 97.6). Overall, teacher surveys revealed a high level of enthusiasm for the intervention (overall mean = 4.16/5). Individual comments supported numerical rankings, especially with respect to animated visuals, ease of use, and student engagement. Issues were identified with respect to timing and connections between activities. Feedback is being incorporated into our large efficacy study that examines the impact of the FSI more widely in school contexts and the conditional effects of student-level factors.

Authors

• Nancy C. Jordan, University of Delaware

• Nancy I. Dyson, University of Delaware