[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-584638-105":59,"doc-detail-584638-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","preventing-failure-in-fractions-accessing-grade-level-fractions-content-through-small-group-intervention","PREVENTING FAILURE IN FRACTIONS - ACCESSING GRADE-LEVEL FRACTIONS CONTENT THROUGH SMALL-GROUP INTERVENTION","","A brief research paper addresses how weak fraction knowledge in upper elementary grades contributes to long-term mathematics failure. It highlights that fractions are more abstract than whole numbers and that students often show minimal growth, falling multiple grade levels behind. Using a randomized controlled trial, it evaluates a preventative, small-group intervention (ATM/Adapted TransMath Fractions Intervention) for fifth-grade students and reports improved achievement on fractions concepts and procedures.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/preventing-failure-in-fractions-accessing-grade-level-fractions-content-through-small-group-intervention/584638/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/preventing-failure-in-fractions-accessing-grade-level-fractions-content-through-small-group-intervention/584638.png","ImageObject",300,407,{"name":92,"@type":93},"Damian","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why are fractions a predictor of later success in algebra and advanced math?","Question",{"text":112,"@type":113},"A strong fraction foundation is linked to performance in algebra and later outcomes such as entry into higher education and high-paying vocations. Knowledge of fractions at about age 10 predicts algebra performance beyond general math ability, IQ, or socioeconomic status.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What challenges make fractions harder than whole numbers for students?",{"text":117,"@type":113},"Fractions require understanding the relationship between numerator and denominator to determine magnitude or value, which is more abstract than the concrete counting-based meaning of whole numbers. This abstraction can cause students to fall behind with long-term consequences.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the ATM (Adapted TransMath) Fractions Intervention do, and what evidence supports it?",{"text":121,"@type":113},"The intervention uses small-group teaching that combines research-informed ideas from mathematics education, cognitive psychology, and special education. In a randomized controlled trial with fifth-grade students, participants performed significantly better than non-recipients across measures of fractions concepts and procedures.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},584638,1792273533,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},137451208677,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","PREVENTING FAILURE IN FRACTIONS:  \nACCESSING GRADE-LEVEL FRACTIONS CONTENT THROUGH SMALL-GROUP  \nINTERVENTION  \n2018  \nRobin Schumacher  \nMadhavi Jayanthi  \nRussell Gersten  \nJoseph Dimino  \nSamantha Spallone  \nInstructional Research Group  \nThis project was funded by the National Science Foundation (Grant No. DRL-1535214) .  \nCopyright © 2018 Instructional Research Group. Not for reproduction, distribution, or use without permission from Instructional Research Group. Preferred citation is:  \nSchumacher, R., Jayanthi, M., Gersten, R., Dimino, J., & Spallone, S. (2018). Preventing failure infractions: Accessing grade-level fractions content through small-group intervention. Los  \nAlamitos, CA: Instructional Research Group.  \nTo download a copy of this document, [visit](visit www.inresg.org)[ ](visit www.inresg.org)[www.inresg.org](visit www.inresg.org).  \nPREVENTING FAILURE IN FRACTIONS:  \nACCESSING GRADE-LEVEL FRACTIONS CONTENT THROUGH SMALL-GROUP  \nINTERVENTION  \nOVERVIEW OF THE PROBLEM  \nA solid foundation in fractions is a key predictor of success in algebra and more advanced mathematics, which in turn is predictive of entry into higher education and many high-paying vocations. In fact, knowledge of fractions at age 10 (i.e., fifth grade) was found to predict performance in algebra above and beyond general math ability, IQ, or SES.1 Yet, when fractions are introduced into the mathematics curriculum in upper elementary grades (grades 4 and 5), many students demonstrate minimal growth in fractions knowledge and some students find themselves three grade levels or more behind their peers at the start of seventh grade.2, 3  \nFractions present increased challenges to students because they are more abstract than whole numbers. For example, fractions require an understanding of the relationship between the numerator and denominator to determine magnitude or value, whereas, whole number magnitude is more concrete and corresponds to counting discrete objects. As students are confronted with the abstract nature of fractions, many fall behind, which is likely to have long term consequences on their mathematics learning trajectory and even eliminate potential career options. Therefore, identifying students who struggle with fractions and preventing long term failure is critical.  \nUnfortunately, schools tend to focus on reading interventions to the exclusion of comparable interventions in mathematics.4 And relatedly, there are fewer evidence-based resources in mathematics available to schools and teachers. Identifying the best way to meet the needs of students who struggle with fractions, coupled with validating instructional approaches that address this need, is critical.  \nThis brief paper presents research findings from an experimental study utilizing a preventative approach to fraction intervention for fifth-grade students that emphasizes proactively teaching grade-level standards in conjunction with key foundations for understanding fractions concepts and procedures.5, 6 Then, six recommendations for practice and policy are presented based on findings from the research study.  \nADDRESSING THE PROBLEM THROUGH RESEARCH-BASED FRACTIONS INTERVENTION  \nA randomized controlled trial (RCT)7 involving 186 students in 14 schools in 2 states, rigorously evaluated the impact of ATM (Adapted TransMath) Fractions Intervention on students struggling with fifth-grade-level fractions standards. The ATM Fractions Intervention is a smallgroup fractions intervention that incorporates current thinking in mathematics education, cognitive psychology, and special education. Students who participated in ATM Fractions Intervention performed significantly better than those who did not receive the intervention on a range of measures assessing fractions achievement, including knowledge and understanding of fifth-grade fractions concepts and procedures. A description of the study and results are below.  \nStudent participants. Fifth-grade students who scored be","cbCaiuMNfJ0Umcv9","https://ap.wps.com/l/cbCaiuMNfJ0Umcv9","pdf",569918,"English","# Overview of the Problem\n## Addressing the Problem Through Research-Based Fractions Intervention\n### Student participants\n### Instructional setting\n### Fractions content","[{\"question\":\"Why are fractions a predictor of later success in algebra and advanced math?\",\"answer\":\"A strong fraction foundation is linked to performance in algebra and later outcomes such as entry into higher education and high-paying vocations. Knowledge of fractions at about age 10 predicts algebra performance beyond general math ability, IQ, or socioeconomic status.\"},{\"question\":\"What challenges make fractions harder than whole numbers for students?\",\"answer\":\"Fractions require understanding the relationship between numerator and denominator to determine magnitude or value, which is more abstract than the concrete counting-based meaning of whole numbers. This abstraction can cause students to fall behind with long-term consequences.\"},{\"question\":\"What does the ATM (Adapted TransMath) Fractions Intervention do, and what evidence supports it?\",\"answer\":\"The intervention uses small-group teaching that combines research-informed ideas from mathematics education, cognitive psychology, and special education. In a randomized controlled trial with fifth-grade students, participants performed significantly better than non-recipients across measures of fractions concepts and procedures.\"}]","PREVENTING FAILURE IN FRACTIONS - ACCESSING GRADE-LEVEL FRACTIONS CONTENT THROUGH SMALL-GROUP INTERVENTION | PDF",1792051644,23]