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Teaching fractions to middle-school students

Scarlato, M.; Burr, W.
This study examined the effects of Direct Instruction mathematics instruction with four seventh grade boys with learning disabilities. The DI approach, based on the text, Designing Effective Mathematics Instruction: A Direct Instruction Approach (Stein, Silbert, & Carnine, 1977), included three stages: 1) A target skill is modeled by the teacher, 2) guided practice in this skill is provided until students meet accuracy criteria, and 3) independent practice in the skill is introduced. Two comparison students were taught the same material with traditional textbook instruction. Posttest scores of the students receiving DI were compared to scores of comparison students as well as to the normative group of the KeyMath-R mathematics achievement test. Results indicate that the DI students outperformed the comparison students and exceeded the typical progress of the KeyMath-R normative group. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
mathematics, fractions
Journal of Direct Instruction
Design type:
Single Subject, Matched Comparison (Demographics), Norm-referenced Comparison
Fidelity monitored:
Students included:
Middle School Students, Students w/ Learning Disabilities, Special Education Students
Other tags:
mathematics, KeyMath-R, fractions
South: South Atlantic, Elementary School, Middle School
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