[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-584822-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-584822-en":131},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","a-systematic-review-and-meta-analysis-of-rational-number-interventions-for-students-read-online","A Systematic Review and Meta-Analysis of Rational Number Interventions for Students - read online","","This systematic review and meta-analysis synthesizes mathematics intervention studies targeting rational number concepts for students with mathematics difficulties in Grades 3–9. Twenty-eight included studies met What Works Clearinghouse Group Design standards (Version 4.0), showing significant overall mean effects (g = 0.68) favoring intervention. Random-effects meta-regression with robust variance estimation identified instructional language as a significant moderator and further examined design and implementation characteristics through moderator analysis.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/a-systematic-review-and-meta-analysis-of-rational-number-interventions-for-students-read-online/584822/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/a-systematic-review-and-meta-analysis-of-rational-number-interventions-for-students-read-online/584822.png","ImageObject",300,407,{"name":42,"@type":43},"Sophia Brooks","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-08","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",13,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What grade range and student group does the review focus on?","Question",{"text":63,"@type":64},"The review focuses on Grades 3–9 and students who experience mathematics difficulties (MD).","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How many studies were included and what quality standard did they meet?",{"text":68,"@type":64},"The meta-analysis included 28 studies that met What Works Clearinghouse Group Design standards (Version 4.0).",{"name":70,"@type":61,"acceptedAnswer":71},"Which instructional component was found to significantly moderate intervention effects?",{"text":72,"@type":64},"Teaching and use of accurate mathematical language emerged as a significant moderator when other components and control variables were considered.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},584822,1792168005,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":124,"slug":126},10,"Lifestyle","lifestyle",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":97,"slug":130},19,"General","general",{"code":4,"msg":82,"data":132},{"doc_id":79,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":140,"language":141,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":12,"update_tm":145,"read_time":146,"preview_page_count":4},962084925636,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","A Systematic Review and Meta-Analysis of Rational Number Interventions for Students  \nExperiencing Difficulty with Mathematics  \nRobin F. Schumacher, Ph.D.  \n[robin.schumacher@inresg.org](robin.schumacher@inresg.org)  \n[Sarah K. Krowka](Sarah K. Krowka), Ph.D.  \n[sarah.krowka@inresg.org](sarah.krowka@inresg.org)  \n[Kelly S. Haymond](Kelly S. Haymond), M.A.  \n[khaymond@inresg.org](khaymond@inresg.org)  \nRebecca A. Newman-Gonchar, Ph.D.  \n[rnewgon@inresg.org](rnewgon@inresg.org)  \n[Russell Gersten](Russell Gersten), Ph.D.  \n[rgersten@inresg.org](rgersten@inresg.org)  \nInstructional Research Group  \n4281 Katella Avenue, Suite 205  \nLos Alamitos, CA 90720  \n714-826-9600  \n714826-9610 (fax)  \nAuthor Note  \nThe data set compiled for this project (Krowka & Haymond, 2021), along with all quantitative data collected or generated, will be deposited in the Harvard Dataverse Network upon publication. One of the study’s authors (R.S.) is a co-author on some of the primary reports included in this meta-analysis. Thus, this author was not involved in the screening or data extraction procedures for those reports.  \nThis project is supported by Grant 1660853 from the National Science Foundation. We would like to thank Samantha Wavell, Madhavi Jayanthi, Christopher Tran, and Jonathan Cohen for their assistance in editing the manuscript. We would also like to thank Terri Piggot for her advice and support on the meta-analysis techniques.  \nCorrespondence should be addressed to Robin F. Schumacher, Instructional Research Group, 4281 Katella Ave, Suite 205, Los Alamitos, CA 90720. Email:  \n[robin.schumacher@inresg.org](robin.schumacher@inresg.org).  \nAbstract  \nThis systematic review and meta-analysis appraised and synthesized mathematics interventions research addressing rational number concepts for students with mathematics difficulties (MD) in Grades 3–9 . Included studies (n = 28) meet the What Works Clearinghouse Group Design standards (Version 4.0) for study quality. Across all studies, we found significant mean effects (g = 0.68) favoring intervention. Understanding which instructional components within interventions are associated with effects was a fundamental purpose of the study. Random-effects meta-regression models with robust variance estimation (RVE) were used to examine which instructional components moderated effects. The teaching and use of accurate mathematical language emerged as significant (b = 0.50, p = .042) when controlling for other instructional components (visual representations, review, student explanations, and fluency building activities) and three control variables (group size, duration, nature of the control) . Intervention characteristics and study design features were also explored through moderator analysis. Group size, duration, nature of the control, type of measure, interventionist, provision of ongoing training, and grade level emerged as significant moderators (p \u003C .05) .  \nKeywords: intervention, mathematics difficulties, meta-analysis, rational numbers  \nA Systematic Review and Meta-Analysis of Rational Number Interventions for Students  \nExperiencing Mathematics Difficulties  \nProficiency in mathematics is critical for academic and occupational success (e.g., Koedel & Tyhurst, 2012; National Mathematics Advisory Panel [NMAP], 2008), and understanding rational number concepts (e.g., fractions, decimals, percentages, proportions) is a vital component (Tian & Siegler, 2018) . The importance of rational numbers was established in Siegler et al. (2012), where knowledge of fractions in children as young as 10 (i.e., Grade 5) predicted performance in algebra in Grade 11 above and beyond other aspects of mathematical knowledge (e.g., proficiency with whole number arithmetic, geometry), intellectual ability, or socioeconomic status. Since then, several other studies have demonstrated the predictive relationship between early rational number knowledge and mathematics achievement in middle and high school (e.g., DeW","cbCainHX6FwceL4y","https://ap.wps.com/l/cbCainHX6FwceL4y","pdf",2300976,61,"English","# Abstract\n## Study scope and inclusion standards\n## Overall intervention effects\n## Moderator analyses of instructional components\n## Moderator analyses of study design and implementation","[{\"question\":\"What grade range and student group does the review focus on?\",\"answer\":\"The review focuses on Grades 3–9 and students who experience mathematics difficulties (MD).\"},{\"question\":\"How many studies were included and what quality standard did they meet?\",\"answer\":\"The meta-analysis included 28 studies that met What Works Clearinghouse Group Design standards (Version 4.0).\"},{\"question\":\"Which instructional component was found to significantly moderate intervention effects?\",\"answer\":\"Teaching and use of accurate mathematical language emerged as a significant moderator when other components and control variables were considered.\"}]","A Systematic Review and Meta-Analysis of Rational Number Interventions for Students - read online | PDF",1792052540,154]