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Download full textMalone, Amelia Schneider; Loehr, Abbey M.; Fuchs, Lynn S. – Grantee Submission, 2017
The purpose of the study was to determine whether individual differences in at-risk 4th graders' language comprehension, nonverbal reasoning, concept formation, working memory, and use of decimal labels (i.e., place value, point, incorrect place value, incorrect fraction, or whole number) are related to their decimal magnitude understanding.…
Descriptors: Cognitive Ability, Arithmetic, Fractions, At Risk Students
Direct linkFuchs, Lynn S.; Gilbert, Jennifer K.; Powell, Sarah R.; Cirino, Paul T.; Fuchs, Douglas; Hamlett, Carol L.; Seethaler, Pamela M.; Tolar, Tammy D. – Grantee Submission, 2016
The purpose of this study was to examine child-level pathways in development of prealgebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes. Children (n = 962; mean 7.60 years) were assessed on general cognitive processes and early…
Descriptors: Knowledge Level, Mathematics Skills, Word Problems (Mathematics), Problem Solving
Fuchs, Lynn S.; Malone, Amelia; Schumacher, Robin F.; Namkung, Jessica; Hamlett, Carol L.; Jordan, Nancy C.; Siegler, Robert S.; Gersten, Russell; Changas, Paul – Grantee Submission, 2015
The main purposes of this study were to test the effects of teaching at-risk 4th graders to provide explanations for their mathematics work and examine whether those effects occur by compensating for limitations in cognitive processes. We randomly assigned 212 children to 3 conditions: a control group and 2 variants of a multi-component fraction…
Descriptors: At Risk Students, Elementary School Students, Grade 4, Mathematics Instruction
Fuchs, Lynn S.; Schumacher, Robin F.; Long, Jessica; Namkung, Jessica; Hamlett, Carol L.; Cirino, Paul T.; Siegler, Robert; Changas, Paul – Grantee Submission, 2013
The purposes of this study were to investigate the effects of an intervention designed to improve at-risk 4th graders' understanding of fractions and to examine the processes by which effects occurred. The intervention focused more on the measurement interpretation of fractions; the control condition focused more on the part-whole interpretation…
Descriptors: At Risk Students, Elementary School Students, Grade 4, Elementary School Mathematics
