The Effects of Motion Math: Bounce on Students’ Fraction Knowledge

Nicole M. McKevett, Kourtney R. Kromminga, Amelia Ruedy, Rachel Roesslein, Kristin Running, Robin S. Codding

Research output: Contribution to journalArticlepeer-review

5 Scopus citations


National assessments suggest that many students do not display proficiency with fractions. Considering that time and materials are precious resources, many educators are looking to use technology to provide supplemental instruction with low demand on the instructor. The current study utilized a multiple-baseline design to examine the effects of the Motion Math: Bounce application on the fraction quantity comparison and number line placement skills of three fifth-grade students. Results indicate that Motion Math: Bounce improved the quantity comparison skills of all three participants and the number line skills of one participant. Additionally, all three participants made improvements from pre- to posttest on a measure of general fraction knowledge. Implications for future research and intervention implementation are discussed.

Original languageEnglish (US)
Pages (from-to)25-35
Number of pages11
JournalLearning Disabilities Research and Practice
Issue number1
StatePublished - Feb 1 2020

Bibliographical note

Publisher Copyright:
© 2019 The Division for Learning Disabilities of the Council for Exceptional Children


Dive into the research topics of 'The Effects of Motion Math: Bounce on Students’ Fraction Knowledge'. Together they form a unique fingerprint.

Cite this