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在进一步学习数学以及其他科学、技术和工程学科方面的一个重大障碍。许多被认定为数学学习困难的学生得到的干预措施侧重于简化复杂性并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。这项严谨的大规模研究将探索最近发表的一项名为TransMath的教学干预措施的潜在好处，该干预措施旨在提高高危五年级学生对分数的概念理解和程序熟练程度。这项研究将通过一项干预措施，结合特殊教育中常见的显性教学(SPED)和数学教育中常见的小组解决问题和推理(MTED)，促进高危五年级学生学习分数这一关键问题的知识。这项研究有可能对从SPED和MTED以前的研究中获得的知识如何改善高度脆弱人群的教学和学生结果做出重要贡献。任何成功的关于对干预的反应的初步有效性研究在数学中的第二级干预都具有潜在的先行知识，并对干预研究和从翻译到实践的领域做出长期而有意义的贡献。ECR计划强调基础STEM教育研究，以产生该领域的基础知识。在基本、广泛和持久的关键领域进行投资：STEM学习和STEM学习环境，扩大STEM的参与，以及STEM劳动力发展。研究设计将随机分配200名需要Tier 2指导的学生到干预和照常经营的控制组。经过团队培训的提供TransMath教学的教师将教授干预组的学生。这项研究将记录实施干预的保真度，以及第一级和第二级指令的控制条件。使用回归建模方法，分析考虑了学生在小干预小组中的部分嵌套，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.