Fraction interventions for struggling elementary math learners: A review of the literature

Rachel I. Roesslein, Robin S. Codding

Research output: Contribution to journalReview articlepeer-review

15 Scopus citations


Understanding fractions has been a pervasively difficult skill for struggling math learners, yet it is essential for success in secondary level mathematics skills. The present systematic review examined the evidence base of fraction interventions for elementary level students identified as struggling math learners. Twelve studies met inclusion criteria and were reviewed for (a) instructional focus (b) instructional components, and (c) effectiveness of the intervention on fraction performance. The majority of studies had a primary instructional focus on conceptual knowledge of fraction learning. Results of the study also indicated that all interventions included multiple evidence-based instructional components (e.g., concrete and visual representations, range and sequence of examples, etc.). These multicomponent interventions improved performance on a variety of proximal fraction outcome measures. Intervention effects were mixed for generalized outcome measures and minimal for distal outcome measures. Limitations, implications for practice, and future research directions are discussed.

Original languageEnglish (US)
Pages (from-to)413-432
Number of pages20
JournalPsychology in the Schools
Issue number3
StatePublished - Mar 2019

Bibliographical note

Publisher Copyright:
© 2018 Wiley Periodicals, Inc.


  • elementary
  • fraction intervention
  • low achieving
  • mathematics difficulties


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