WWC Review of the Report "Does Working Memory Moderate the Effects of Fraction Intervention? An Aptitude-Treatment Interaction"

Title:	WWC Review of the Report "Does Working Memory Moderate the Effects of Fraction Intervention? An Aptitude-Treatment Interaction"
Description:	The 2013 study, Does Working Memory Moderate the Effects of Fraction Intervention? An Aptitude-Treatment Interaction, examined the impacts of the fluency and conceptual versions of Fraction Face-Off!, a math instruction program designed to improve knowledge of fractions and decimals in fourth-graders at risk for low mathematics achievement. The program emphasizes the measurement approach to teaching fractions and the use of a number line to represent, compare, and order fractions. For this study, students were randomly assigned to three conditions: a fluency group, a conceptual group, and a comparison group. The analytic sample included 243 students. This well-executed study that meets WWC group design standards without reservations found that both fluency and conceptual versions of the program had positive impacts on math achievement.
Online Availability:	Download, view and print the report as a pdf file. (113KB)
Cover Date:	December 2014
Web Release:	December 16, 2014
Print Release:	December 16, 2014
Publication #:	WWC SSR10113 General Ordering Information
Center/Program:	WWC
Associated Centers:	NCEE
Authors:	WWC
Type of Product:	Single Study Review
Keywords:	Achievement (Student) • mathematics Mathematics • mathematics coursework
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