Abstract

Fraction proficiency is essential for learning advanced mathematics, such as algebra, and for pursuing careers in science, technology, engineering, and mathematics (STEM). However, difficulties in learning fractions are pervasive and persistent, especially for students with mathematics difficulties. This study investigated whether a Tier 2 fraction intervention could improve the fraction learning of fifth graders who experienced difficulty with fractions by addressing their misconceptions. Quantitative descriptive analyses were conducted using data from the pre- and post-tests of the Fraction Misconceptions Test and the easyCBM fraction assessment. The Tier 2 intervention addressed students’ common misconceptions in learning fraction concepts and skills at grade levels 3 to 5, based on the Common Core State Standards for Mathematics content standards. To address the students’ misconceptions, the intervention included the following instructional components: (a) explicit instruction; (b) multiple representations; (c) scaffolding; and (d) flexibility, reversibility, and generalization questions. The researcher delivered the intervention to three groups of two students who experienced difficulty with fractions in an intervention classroom at a charter school three times a week over six weeks, totaling 885 to 906 minutes across the groups. The six students’ gain scores from the pre-tests to the post-tests showed improvement on both the Fraction Misconceptions Test and the easyCBM fraction assessment. Future research suggestions and implications for practice are discussed.