Abstract
The purpose of this study was to examine the effects of a Tier 2 supplemental intervention focused on rational number equivalency concepts and applications on the mathematics performance of third-grade students with and without mathematics difficulties. The researcher used a pretest–posttest control group design and random assignment of 19 participants to core instruction and 19 participants to core + intervention instruction. Intervention instruction included the ratio interpretation of rational number in conjunction with explicit and conceptual instructional components—judicious review opportunities, concrete and visual representations, systematic task progression focused on big ideas, teacher and student verbalizations, and multiple opportunities for practice—to deliver a sequence of 20 intervention sessions over a period of 4 weeks. Students receiving core instruction plus intervention outperformed those receiving only core instruction on a standard measure of the intervention content as well as a pretest–posttest measure reflective of the core curriculum.
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