This quasi-experimental study was designed to investigate the initial efficacy of a fraction-vocabulary intervention for Grade 4 students with mathematics difficulty (MD) and to explore its impact on relevant fraction competencies. Thirty-three students were assigned to either the intervention condition (n = 16) or a business-as-usual comparison condition (n = 17). The intervention occurred 3 sessions per week for 4 weeks, for a total of 11 sessions. Results indicated the main effect of the fraction-vocabulary intervention was significant for fraction-vocabulary posttest and one fraction competency—fraction arithmetic. That is, students with MD can successfully learn fraction vocabulary via a brief intervention, and improved fraction-vocabulary knowledge may positively affect their fraction competencies.

中文翻译：

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四年级数学困难学生分数词汇干预的初步效果

这项准实验研究旨在调查分数词汇干预对数学困难（MD）的四年级学生的初步效果，并探讨其对相关分数能力的影响。33 名学生被分配到干预条件（n = 16）或照常比较条件（n = 17）。干预每周进行 3 次，持续 4 周，总共 11 次。结果表明，分数词汇干预对分数词汇后测和分数能力（分数算术）的主效应显着。也就是说，患有MD的学生可以通过简短的干预成功学习分数词汇，并且分数词汇知识的提高可能会对他们的分数能力产生积极影响。