Unique and Combined Effects of Small-Group Fraction Vocabulary and Arithmetic Interventions for Students With Mathematical Difficulties.

IF 2.4 2区教育学 Q1 EDUCATION, SPECIAL

Journal of Learning Disabilities Pub Date : 2025-05-26 DOI:10.1177/00222194251342191

Xin Lin, Juehang Zhang, Haorui Cui, Xiuwen Song, Xiaonan Han

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引用次数: 0

Abstract

The purpose of this study was to assess the effects of a fraction vocabulary intervention with fraction arithmetic components on fraction vocabulary knowledge and fraction arithmetic competencies among fourth-grade Chinese students with mathematics difficulties. We randomly assigned 70 students with mathematics difficulties to three conditions: fraction vocabulary only (n = 23), fraction vocabulary with an arithmetic component (n = 23), and a business-as-usual (BaU) condition (n = 24). The students in the fraction vocabulary intervention conditions participated in 10 sessions, occurring three times per week. Students within both intervention conditions showed significantly better performance in fraction vocabulary knowledge than those in the BaU condition. However, no notable distinctions were observed between the two intervention conditions in terms of fraction arithmetic. Only students who received the fraction vocabulary intervention with an arithmetic component exhibited enhanced performance in subtraction with like denominators compared to the BaU condition.

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小团体分数词汇和算术干预对数学困难学生的独特和联合效果。

摘要本研究旨在探讨分数算术成分的分数词汇干预对中国四年级数学困难学生分数词汇知识和分数算术能力的影响。我们将70名有数学困难的学生随机分配到三种情况下：只有分数词汇（n = 23），有算术成分的分数词汇（n = 23），以及一切照旧（BaU）的情况（n = 24）。分数词汇干预组的学生参加10个会话，每周进行3次。两种干预条件下的学生在分数词汇知识方面的表现均显著优于BaU条件下的学生。然而，在分数算术方面，两种干预条件之间没有观察到显着差异。与BaU组相比，只有接受含有算术成分的分数词汇干预的学生在类似分母的减法方面表现出更高的表现。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Learning Disabilities Multiple-

CiteScore

7.60

自引率

3.30%

发文量

期刊介绍： The Journal of Learning Disabilities (JLD), a multidisciplinary, international publication, presents work and comments related to learning disabilities. Initial consideration of a manuscript depends upon (a) the relevance and usefulness of the content to the readership; (b) how the manuscript compares to other articles dealing with similar content on pertinent variables (e.g., sample size, research design, review of literature); (c) clarity of writing style; and (d) the author"s adherence to APA guidelines. Articles cover such fields as education, psychology, neurology, medicine, law, and counseling.