Classwide Fraction Intervention for Math Learning Disability

Overseen By Lynn Fuchs, Ph.D.

Age: < 18

Sex: Any

Trial Phase: Academic

Sponsor: Vanderbilt University

Disqualifiers: Intellectual disability

No Placebo Group All trial participants will receive the active study treatment (no placebo)

Compensation: Varies

Number of Visits: 40

Duration: 20 weeks

2210 Participants Needed

What You Need to Know Before You Apply

What is the purpose of this trial?

This trial tests a new way of teaching fractions to fourth graders, including those who struggle with math. The method involves lessons, peer coaching, and practice. The goal is to see if this helps students understand fractions better.

Will I have to stop taking my current medications?

The trial does not specify whether participants need to stop taking their current medications.

Is the Classwide Fraction Intervention for Math Learning Disability safe for humans?

The research articles reviewed do not provide specific safety data for the Classwide Fraction Intervention or similar interventions, as they focus on educational outcomes rather than safety concerns. ^{1 2 3 4 5}

How does the Classwide Fraction Intervention treatment differ from other treatments for math learning disabilities?

The Classwide Fraction Intervention is unique because it focuses on teaching fractions through a structured approach using mnemonics and self-regulated strategy development (SRSD), which has been effective in improving math outcomes for students with disabilities. This method is different from other treatments as it emphasizes strategic learning and self-regulation, rather than just rote memorization or traditional teaching methods. ^{1 4 6 7 8}

What data supports the effectiveness of the treatment Classwide Fraction Intervention for Math Learning Disability?

The study on SRSD Fractions shows that using structured strategies like mnemonics can help students with disabilities improve their ability to add and subtract fractions, suggesting that similar structured interventions could be effective for students with math learning disabilities. ^{1 2 6 9 10}

Who Is on the Research Team?

Lynn Fuchs, Ph.D.

Principal Investigator

Vanderbilt University

Are You a Good Fit for This Trial?

This trial is for 4th-grade students with and without math learning difficulties (MLD) in Metropolitan-Nashville Public Schools where the principal and teacher have agreed to participate. Students with identified intellectual disabilities are excluded as CFI isn't suitable for them.

Inclusion Criteria

To enter the study, students must attend a Metropolitan-Nashville Public School whose principal has given permission for his/her school to participate and participate in a fourth-grade classroom whose teacher has agreed to let her/his students participate.

Exclusion Criteria

We exclude students with identified intellectual disability from study data collection because CFI is not designed to meet the needs of this population. There are no other exclusions.

Timeline for a Trial Participant

Screening

Participants are screened for eligibility to participate in the trial

2-4 weeks

Pre-intervention Testing

Students complete pre-intervention testing to assess baseline fraction knowledge

3 weeks

Treatment

Classwide Fraction Intervention (CFI) is implemented 2 times per week for 20 weeks

20 weeks

40 sessions (in-person)

Post-intervention Testing

Students complete post-intervention testing to assess changes in fraction knowledge

3 weeks

Follow-up

Participants are monitored for changes in academic progress and fraction knowledge

6 weeks

What Are the Treatments Tested in This Trial?

Interventions

• Classwide Fraction Intervention

Trial Overview The study compares two teaching conditions: one includes a Classwide Fraction Intervention (CFI) twice a week for 20 weeks during regular math classes, while the other follows the standard math program without CFI. The impact on students' fraction knowledge is assessed before and after.

How Is the Trial Designed?

Group I: CFI - Classwide Fraction Intervention Experimental Treatment 1 Intervention

40 sessions (2 sessions per week; 25-31 minutes per session) of explicit fraction intervention designed to improve students understanding of fraction magnitude and fraction operations.

Group II: Control - Business-As-Usual Active Control 1 Intervention

Involves participation in the schools' typical math program

Who Is Running the Clinical Trial?

Vanderbilt University

Lead Sponsor

Trials

714

Recruited

6,143,000+

Citations

1. United States pubmed.ncbi.nlm.nih.gov

Limited knowledge of fraction representations differentiates middle school students with mathematics learning disability (dyscalculia) versus low mathematics achievement. [2021]

2. United States pubmed.ncbi.nlm.nih.gov

Cognitive Profiles of Mathematical Problem Solving Learning Disability for Different Definitions of Disability. [2021]

3. United States pubmed.ncbi.nlm.nih.gov

SRSD Fractions: Helping Students at Risk for Disabilities Add/Subtract Fractions With Unlike Denominators. [2020]

4. United States pubmed.ncbi.nlm.nih.gov

Responsiveness to mathematical problem-solving instruction: comparing students at risk of mathematics disability with and without risk of reading disability. [2019]

5. United States pubmed.ncbi.nlm.nih.gov

K-TEA Mathematics scores of learning disabled students in resource and inclusive settings. [2019]

6. Switzerland pubmed.ncbi.nlm.nih.gov

Effects of self-graphing and goal setting on the math fact fluency of students with disabilities. [2021]

7. United States pubmed.ncbi.nlm.nih.gov

Online Delivery of a Manipulative-Based Intervention Package for Finding Equivalent Fractions. [2023]

8. United States pubmed.ncbi.nlm.nih.gov

Prevalence and Characteristics of School Services for High School Students with Attention-Deficit/Hyperactivity Disorder. [2020]

9. United States pubmed.ncbi.nlm.nih.gov

Delaware Longitudinal Study of Fraction Learning: Implications for Helping Children With Mathematics Difficulties. [2019]

10. United States pubmed.ncbi.nlm.nih.gov

Why Learning Common Fractions Is Uncommonly Difficult: Unique Challenges Faced by Students With Mathematical Disabilities. [2019]