Teaching Struggling Fifth Graders Fractions Concepts, Procedures, and Problem-Solving: A Rigorous Efficacy Trial of a Fractions Intervention.

分数的学习是许多人进一步学习数学以及其他科学，技术和工程学科的重要障碍。许多学生被确定为数学学习困难的学生提供了干预措施，重点是简化复杂性和将任务分解为小的离散部分，这与数学教育界关于支持学生学习数学的建议背道而驰。这项严格的大规模研究将探索最近出版的教学干预TransMath的潜在好处，以提高有风险的五年级学生对分数的概念理解和程序熟练程度。该研究将促进对一个关键问题的知识，通过干预措施，结合明确的指导常见的特殊教育（SPED）和问题解决和推理常见的数学教育（MTED）的小团体的风险五年级学生的分数学习。这项研究有可能作出重要贡献的方式，从以前的研究中获得的知识在SPED和MTED可能会导致改善教学和学生的成果为一个高度脆弱的人群。任何成功的初步疗效研究，对数学干预的反应2级干预具有潜在的先进知识，并有一个长期的和有意义的贡献，干预的研究，并在该领域的转化为实践。ECR计划强调基础STEM教育研究，产生该领域的基础知识。 投资在关键领域是必不可少的，广泛的和持久的：STEM学习和STEM学习环境，扩大参与STEM，和STEM劳动力的发展。研究设计将随机分配200名学生确定需要Tier 2指令干预和照常对照组的业务。经过团队培训的教师将在干预组中教授学生，以提供TransMath教学。该研究将记录干预措施实施的真实性，以及第1层和第2层教学的控制条件。使用回归建模方法，分析占部分嵌套的学生在小干预组，以检查学生学习的变化。

Learning of fractions is a significant barrier for many in further study of mathematics and thus other science, technology, and engineering disciplines. Many students identified as struggling learners of mathematics are provided with interventions that focus on simplifying the complexity and breaking up the task into small discrete pieces, which is counter to the recommendations on supporting students in learning mathematics from the mathematics education community. The rigorous, large-scale study will explore potential benefits of a recently published instructional intervention, TransMath, to improve conceptual understanding and procedural proficiency with fractions for at-risk, fifth graders. The study will promote knowledge about a critical issue, learning of fractions by at-risk 5th graders through an intervention that combines explicit instruction common to special education (SPED) and problem solving and reasoning in small groups common to mathematics education (MTED). The research has the potential to make an important contribution to ways in which knowledge gained from previous studies in SPED and MTED may lead to improved instruction and student outcomes for a highly vulnerable population. Any successful initial efficacy studies about a Response to Intervention Tier 2 intervention in mathematics has the potential advance knowledge and have a long-lasting and meaningful contribution to the study of interventions and in the area of translation to practice. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development.The study design will randomly assign 200 students identified in need of Tier 2 instruction to intervention and business as usual control groups. Teachers trained by the team to provide the TransMath instruction will teach students in the intervention group. The study will document the fidelity of implementation of the intervention, as well as the control condition for both Tier 1 and Tier 2 instruction. Using a regression modeling approach, the analysis accounts for partial nesting of students within small intervention groups to examine changes in student learning.