TY - JOUR
T1 - COMPARING THE EFFECTS OF CONCEPTS-FIRST AND ITERATIVE FRACTION INSTRUCTION SEQUENCES
AU - Running, Kristin
AU - Codding, Robin S
AU - Varma, Sashank
AU - Vimal Rao, V. N.
AU - Wackerle-Hollman, Alisha
N1 - Publisher Copyright:
© 2023 The University of Chicago. All rights reserved.
PY - 2023/9
Y1 - 2023/9
N2 - Conceptual and procedural instruction order may affect students’ learning and generalization of math skills. This study compared two instruction sequences, concepts-first and iterative, and their effect on fraction performance through a class-wide intervention. Fourth-grade students (N p 114) were randomly assigned to the concepts-first, iterative, or control group. The primary conceptual assessment showed that the iterative and concepts-first groups performed similarly, demonstrating medium effect sizes compared with control. The primary procedural assessment again demonstrated that both intervention groups outperformed the control, this time with large to very large effects. In addition, the iterative group out-scored the concepts-first group with a medium effect size, though it was not statistically significant. Generalization assessments measuring skill transfer found no differential effects. Overall, iterative instruction was at least as effective as a concepts-first sequence during a fraction intervention.
AB - Conceptual and procedural instruction order may affect students’ learning and generalization of math skills. This study compared two instruction sequences, concepts-first and iterative, and their effect on fraction performance through a class-wide intervention. Fourth-grade students (N p 114) were randomly assigned to the concepts-first, iterative, or control group. The primary conceptual assessment showed that the iterative and concepts-first groups performed similarly, demonstrating medium effect sizes compared with control. The primary procedural assessment again demonstrated that both intervention groups outperformed the control, this time with large to very large effects. In addition, the iterative group out-scored the concepts-first group with a medium effect size, though it was not statistically significant. Generalization assessments measuring skill transfer found no differential effects. Overall, iterative instruction was at least as effective as a concepts-first sequence during a fraction intervention.
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U2 - 10.1086/725730
DO - 10.1086/725730
M3 - Article
AN - SCOPUS:85169328628
SN - 0013-5984
VL - 124
SP - 85
EP - 108
JO - Elementary School Journal
JF - Elementary School Journal
IS - 1
ER -