Next-Generation Fraction Intervention and the Long-Term Advantage of Interleaved Instruction

• Published in: Exceptional children Vol. 89; no. 3; pp. 332 - 352
• Main Authors: Fuchs, Lynn S., Malone, Amelia S., Preacher, Kristopher J., Cho, Eunsoo, Fuchs, Douglas, Changas, Paul
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.04.2023; SAGE PUBLICATIONS, INC
• Subjects: Academic readiness; Achievement Tests; Career preparation; Cognitive Psychology; College Readiness; Computation; Effect Size; Elementary School Mathematics; Elementary School Students; Exceptional children; Fractions; Grade 4; Grade 5; Intervention; Mathematics education; Mathematics Instruction; Mathematics Skills; Mathematics Tests; Outcome Measures; Outcomes of Education; Pedagogy; Teaching Methods
• ISSN: 0014-4029; 2163-5560
• DOI: 10.1177/00144029221135565

This study's first purpose was to investigate effects of a fourth- and fifth-grade “next-generation” fraction intervention, which included six enhancements over a previously validated fraction intervention, designed to address career- and college-readiness standards. The study's second purpose was to assess effects of the next-generation fraction intervention at follow-up, 1 year after intervention ended. The third purpose was to isolate the effects of one of the six intervention enhancements: interleaved fraction calculations instruction. Students with intensive intervention needs were randomized to next-generation fraction intervention (Super Solvers [SSINT]) with blocked calculations instruction (SSINT_B), SSINT with interleaved calculations instruction (SSINT_I), and control. On a mix of proximal and transfer outcomes, SSINT (across conditions) produced strong, significant effects over control at posttest. At follow-up, effect sizes were weaker but remained significant on calculations: g = 1.22. On other measures, follow-up g was 0.39 to 0.58. The effect of SSINT_I over SSINT_B, although not significant at posttest (g = 0.28), was statistically significant and large at follow-up (g = 0.65), in line with the cognitive science literature showing long-term advantages for interleaved instruction. Results suggest next-generation fraction intervention efficacy for intensive-needs students and the importance of interleaved instruction.