NCT04878757

Implementing Inclusive Fraction Intervention Classwide

• Status: Enrolling By Invitation
• Phase: N/A
• Study type: Interventional
• Enrollment: 2,210 (estimated)
• Sponsor: Vanderbilt University · Academic / Other
• Sex: All
• Age: 8 Years – 11 Years
• Healthy volunteers: Accepted

Summary

The main purpose of this study is to assess effects of a previously validated fraction intervention when it is conducted classwide on the fraction knowledge of fourth-grade students with and without math learning difficulties (MLD). The study population is 4th-grade students with MLD and without MLD. Teachers agree to be randomly assigned to two conditions. In one condition, teachers include classwide fraction intervention (CFI) in their standard math program. In the other condition, teachers conduct their standard math program without CFI. CFI is implemented 2 times per week for 20 weeks for about 30 minutes each time. Students in both conditions are tested before and after CFI ends.

Detailed description

The study is conducted in the Metropolitan-Nashville Public Schools. Teachers decide if they want to participate. Parents of students in their classrooms decide if they want their children to participate in the study; participation means students complete the study's pretesting and posttesting, and teachers report their test scores on a school-collected measure. Students decide if they want to participate. Teachers complete a survey, report student scores on the school-collected measure, and are observed during CFI implementation. Each CFI session comprises 3 segments. In Segment 1 (10-12 minutes), teachers conduct that day's CFI lesson. In Segment 2 (10-12 minutes), students work in pairs, taking turns being "coach" and "player" as they explain their thinking and solution strategies taught in that day's Segment 1. Students use CFI help cards to provide constructive feedback to each other. Segment 3 (5-7 minutes) is independent practice. The primary end-points are students' posttest fraction ordering, fraction number line estimate, fraction calculations. Secondary end-points are students' performance on more distal fraction measures. Other measures are a teacher survey describing fractions instruction and reliance on CFI procedures and their perceptions of CFI's effectiveness and feasibility, as well as CFI adherence from audio recordings and live observations of teachers implementing CFI.

Conditions

• Math Learning Difficulty

Interventions

Type	Name	Description
BEHAVIORAL	CFI - Classwide Fraction 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.

Timeline

• Start date: 2021-09-24
• Primary completion: 2026-08-31
• Completion: 2027-08-31
• First posted: 2021-05-07
• Last updated: 2025-11-10

Locations

1 site across 1 country: United States