Abstract
This study used a mixed-methods approach to explore the impact of a fraction intervention on 46 sixth-grade students, including 13 with learning disabilities. Twenty-four students were enrolled in the classroom that received intervention, the remaining students participated in standard instruction. The intervention focused on sorting visual fraction representations as greater than, less than, or equal to a reference fraction within student-led, teacher-guided discussions. Performance on the Ordering Fractions pre- and posttest indicated that students participating in the intervention more frequently ordered a set of five fractions from least to greatest accurately (p = .001; ES = .74) and more accurately identified the lowest (p = .016; ES = .61) and highest (p = .014; ES = .63) fractions in the sets than peers in standard instruction. Analysis of student conversations suggested that students developed understanding of fraction magnitude by iteratively applying procedural and conceptual knowledge.
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