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ABSTRACT
Students must leave elementary school with a firm understanding of fractions and decimals in order to make satisfactory progress in advanced mathematics. Firm understanding includes manipulation of rational numbers using different models of representation such as area and length. Research has demonstrated that a graduated sequence such as concrete-representational-abstract (CRA) instruction is effective in teaching fraction conceptual understanding. The purpose of this study was to investigate the effects of a CRA tier two fraction intervention that presented fraction concepts using the area and length model. Seventeen fifth-grade students participated in small-group tier two interventions addressing fourth-grade fraction standards. The researchers measured student performance using curriculum-based pretests and posttests and found that students made significant progress. Results and implications are discussed.
Additional information
Notes on contributors
Margaret M. Flores
Margaret M. Flores is a professor at Auburn University. Her research interests include interventions for students who struggle in mathematics.
Vanessa M. Hinton
Vanessa M. Hinton is an associate clinical professor at Auburn University. Her research interests include interventions for students who struggle in mathematics.
Ja'Lia J. Taylor
Ja'Lia J. Taylor is a doctoral student in special education at Auburn University. Her research interests include interventions for young children.