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Direct linkFuchs, Lynn S.; Malone, Amelia S. – Grantee Submission, 2020
The purpose of this causal-comparative study was to gain insight into whether teaching fractions improves teachers' understanding of fractions. University master's students (n = 25) conducted tutoring focused on fraction magnitude using number line representations across 39 sessions (3 per week) at grades 3-5. The contrast condition, 17 master's…
Descriptors: Fractions, Mathematics Instruction, Mathematics Teachers, Tutors
Malone, Amelia S.; Fuchs, Lynn S. – Remedial and Special Education, 2014
The purpose of this study was to assess the relative contribution of teacher and tutor ratings of inattentive behavior in two different instructional settings in predicting students' performance on fraction concepts and whole-number calculations. Classroom teachers rated each student's attentive behavior in a whole-class setting and tutors rated…
Descriptors: Student Behavior, Attention Span, Grade 4, Elementary School Students
