Determining Effective Fraction Instruction Sequences (PO244)

  • PMD: 3
  • Skill Level: Introduction
  • Session 5: Promoting Academic Success
  • Live Chat:
    Wednesday, February 24, 2021
    12:45 PM–1:30 PM
    (Posters available on demand at any time during the convention week and for sixty days thereafter.)

Learner Objectives

This session will help participants…

  1. define theories of conceptual and procedural math development.
  2. determine effective sequences of fraction instruction.
  3. identify evidence-based components of class-wide academic interventions.


Conceptual understanding and procedural fluency are essential components of overall mathematic proficiency. As such, the sequence of conceptual and procedural instruction (e.g., concepts-first, iterative) may be important to consider when designing effective math interventions. This study evaluated the effects of a class-wide fraction intervention with 114 fourth-grade students, where participants were assigned to a concepts-first, iterative, or control condition. Results will indicate the most effective fraction instruction sequence of concepts and procedures.



Kristin E. Running, University of Minnesota
Robin S. Codding, Northeastern University
Vimal V. Rao, University of Minnesota
Abigail Goodridge, Northeastern University


Kourtney R. Kromminga, Kelsey Will, Margaret M. Sullivan, Sashank Varma

Letter to Supervisor

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Preliminary Brochure

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