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The effects of a whole-class mathematics intervention on students fraction knowledge in primary school
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.ORCID iD: 0000-0003-2376-3230
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
2023 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed) Epub ahead of print
Abstract [en]

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 fifth-grade 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.

Place, publisher, year, edition, pages
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD , 2023.
Keywords [en]
Intervention; mathematics; fraction learning; fraction magnitude; primary school; >
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Didactics
Identifiers
URN: urn:nbn:se:liu:diva-196698DOI: 10.1080/00313831.2023.2228818ISI: 001022690200001OAI: oai:DiVA.org:liu-196698DiVA, id: diva2:1789583
Available from: 2023-08-21 Created: 2023-08-21 Last updated: 2024-01-08

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Björkhammer, CeciliaSamuelsson, JoakimTräff, UlfÖstergren, Rickard
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Citation style
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