John A. Ross|Catherine D. Bruce
Student achievement effects of technology-supported remediation of understanding of fractions
University of Toronto|Trent University
students difficulty learning fractions problems understanding fractions persist adulthood moderate severe consequences everyday occupational decisionmaking remediation student misconceptions hampered deficiencies teachers knowledge discipline pedagogical content knowledge theorized technology resource could provide sequencing scaffolding teachers might difficulty providing five sets learning objects called clips critical learning instructional paths supports developed provide remediation fraction concepts article describe one stage research program develop implement evaluate clips two studies conducted study 1 14 grade 710 classrooms randomly assigned within schools early late treatment conditions prepost delayed treatment design found clips effect achievement early treatment group due unforeseen implementation problems hardware software issues mitigated late treatment clips contributed student achievement cohens 030 study 2 prepost single group replication involving 18 grade 7 classrooms independent variable number clips completed completion five clips contributed higher student achievement cohens 053 compared students completed none 000 14 clips 002 two studies indicate researchbased set learning objects effective full program implemented incomplete sequences deprive students instruction one constructs linked key ideas conceptual map reduce amount practice required remediate student misconceptions