| 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. |
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| 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: | |
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