A metacognitive intervention for teaching fractions to students with or at-risk for learning disabilities in mathematics

Hacker, Douglas J.; Kiuhara, Sharlene A.; Levin, Joel R.

doi:10.1007/s11858-019-01040-0

Cited by 29 publications

(26 citation statements)

References 56 publications

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“…Through the McR intervention design, EG students performed significantly higher metacognition scores at the posttest and delayed posttest more than in the pretest. This result was consistent with previous studies, in which the intervention design could affect the students’ metacognition development ( Schunk, 2008 ; Hacker et al, 2019 ). This study was conducted under a school-based classroom teaching format.…”

Section: Discussionsupporting

confidence: 93%

“…Moreover, previous studies have shown that group learning will benefit more ADHD learners than individual independent learning ( Tamm et al, 2014 ; Pezzica et al, 2018 ). Previous studies have also confirmed that the teacher-mediated instructional approach is more effective than the printed words instructional approach on the ADHD students’ cognition treatment ( Hacker et al, 2019 ). McR emphasise cognitive control during the learning progress.…”

Section: Introductionmentioning

confidence: 71%

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Effectiveness of Metacognitive Regulation Intervention on Attention-Deficit–Hyperactivity Disorder Students’ Scientific Ability and Motivation

et al. 2021

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This study investigated the effect of metacognitive regulation (McR) intervention on attention-deficit–hyperactivity disorder (ADHD) students’ astronomy knowledge acquisition and learning motivation. Through a cognitive-behavioural treatment design, this study selected 97 ADHD learners who had poor academic performance. This study divided ADHD students randomly into one experimental group and one control group. After 15 weeks of intervention, results showed that the experimental group students performed significantly better than the control group in scientific abilities, learning motivation, and metacognition. Results suggested that the McR intervention is an effective approach for improving the ADHD students’ science knowledge learning abilities.

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Section: Discussionsupporting

confidence: 93%

Section: Introductionmentioning

confidence: 71%

Effectiveness of Metacognitive Regulation Intervention on Attention-Deficit–Hyperactivity Disorder Students’ Scientific Ability and Motivation

et al. 2021

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“…These findings suggest that the brief SRSD Fractions intervention resulted in statistically significant gains in student performance on a broad fraction assessment evaluating students' ability to compare fractions, represent fractions on a number line, add/subtract fractions, and complete NAEP items (e.g., fraction story problems and multiple choice problems). These findings are consistent with other studies using strategy and/or explicit instruction to support fraction proficiency (Ennis & Losinski, 2019a;Misquitta, 2011) as well as previous research using a modified SRSD framework to improve fractions outcomes (Hacker et al, 2019;Schwab et al, 2019). Likewise, these demonstrated gains are consistent with other studies using SRSD Fractions with students with MD and students with comorbid MD and behavioral challenges (Ennis & Losinski, 2019b;Losinski et al, 2019Losinski et al, , 2021.…”

Section: Discussionsupporting

confidence: 91%

Supporting Students within an MTSS Framework Using SRSD Fractions: Results of a Regression Discontinuity Design

Losinski

Ennis

Shaw

et al. 2021

Learn Disabil Res Pract

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Students with mathematics difficulties often struggle with conceptual and procedural understanding of fractions. Self-regulated strategy development (SRSD) is an evidence-based framework for teaching a variety of academic skills, including mathematics. The purpose of this study was to extend preliminary work using SRSD Fractions to support the fraction performance of fourth-grade students with mathematics difficulties. Using a fuzzy regression discontinuity design, we evaluated the effects of a Tier 2 intervention implemented within a multitiered systems of support framework with 60 participants, 16 of whom participated in the intervention. While students in the treatment group had higher scores on the posttest, the local average treatment effect was not statistically significant, but the overall difference in difference score suggested a large effect (g = 0.81; 95 percent CI 0.18 and 1.43). Limitations and future directions are discussed.

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“…Consistent with a writing within discipline approach (Nelson, 2001), we examined the impact of writing activities on students’ learning in science, social studies, and mathematics. While writing was traditionally the domain of the language arts (Klein & Boscolo, 2016), there was a concerted effort in recent years to promote using writing as a learning activity in each of these disciplines (e.g., Hacker et al, 2019; Kiuhara et al, 2019; MacArthur, 2014; Wallace et al, 2004). Additionally, Miller et al (2018) reported that 90% of all writing-to-learn studies, at least at the secondary level, involved science, social studies, and mathematics.…”

mentioning

confidence: 99%

The Effects of Writing on Learning in Science, Social Studies, and Mathematics: A Meta-Analysis

Graham

Kiuhara²,

MacKay

2020

Review of Educational Research

Self Cite

164

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This meta-analysis examined if students writing about content material in science, social studies, and mathematics facilitated learning ( k = 56 experiments). Studies in this review were true or quasi-experiments (with pretests), written in English, and conducted with students in Grades 1 to 12 in which the writing-to-learn activity was part of instruction. Studies were not included if the control condition used writing to support learning (except when treatment students spent more time engaging in writing-to-learn activities), study attrition exceeded 20%, instructional time and content coverage differed between treatment and control conditions, pretest scores approached ceiling levels, letter grades were the learning outcome, and students attended a special school for students with disabilities. As predicted, writing about content reliably enhanced learning (effect size = 0.30). It was equally effective at improving learning in science, social studies, and mathematics as well as the learning of elementary, middle, and high school students. Writing-to-learn effects were not moderated by the features of writing activities, instruction, or assessment. Furthermore, variability in obtained effects were not related to features of study quality. Directions for future research and implications for practice are provided.

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A metacognitive intervention for teaching fractions to students with or at-risk for learning disabilities in mathematics

Cited by 29 publications

References 56 publications

Effectiveness of Metacognitive Regulation Intervention on Attention-Deficit–Hyperactivity Disorder Students’ Scientific Ability and Motivation

Effectiveness of Metacognitive Regulation Intervention on Attention-Deficit–Hyperactivity Disorder Students’ Scientific Ability and Motivation

Supporting Students within an MTSS Framework Using SRSD Fractions: Results of a Regression Discontinuity Design

The Effects of Writing on Learning in Science, Social Studies, and Mathematics: A Meta-Analysis

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