Kristina J. Running, Robin S. Codding, S. Varma, V. N. V. Rao, Alisha K. Wackerle-Hollman
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Comparing the Effects of Concepts-First and Iterative Fraction Instruction Sequences
Conceptual and procedural instruction order may affect students’ learning and generalization of math skills. This study compared two instruction sequences, concepts-first and iterative, and their effect on fraction performance through a class-wide intervention. Fourth-grade students (N = 114) were randomly assigned to the concepts-first, iterative, or control group. The primary conceptual assessment showed that the iterative and concepts-first groups performed similarly, demonstrating medium effect sizes compared with control. The primary procedural assessment again demonstrated that both intervention groups outperformed the control, this time with large to very large effects. In addition, the iterative group outscored the concepts-first group with a medium effect size, though it was not statistically significant. Generalization assessments measuring skill transfer found no differential effects. Overall, iterative instruction was at least as effective as a concepts-first sequence during a fraction intervention.
期刊介绍：
The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching. ESJ prefers to publish original studies that contain data about school and classroom processes in elementary or middle schools while occasionally publishing integrative research reviews and in-depth conceptual analyses of schooling.
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