The effects of a whole-class mathematics intervention on students’ fraction knowledge in primary school
Year: 2023
Type: article
Study designs: Randomized Controlled Trial, Clinical Trial
Abstract: The intention of the study was to examine the effects of a fraction intervention in a whole-class environment.The intervention aimed to enhance students' conceptual fraction knowledge, with a major focus on fraction magnitude understanding.This study included 120 fifthgrade students in standard classroom settings.Utilizing a cluster randomized controlled trial design, students were divided into either an intervention group (n = 64) or a control group (n = 56).Students in the intervention condition received a series of seven 35-minute lessons.Students in the control condition received "treatment as usual".Both post-test and delayed post-test results revealed that students in the intervention group performed significantly better than those in the control group on fraction concepts, with a stronger effect in measurement aspects compared to part-whole aspects.The intervention group also outperformed the control group on fraction arithmetic on both post-tests, while no significant difference was observed on fraction word problems.
Institution: Linköping University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4383375666