The purposes of this study were to assess the effects of fractions intervention for students who are at risk for poor outcomes and to examine whether a component that combines self-regulated learning with growth-mindset instruction (SR-GM) provides added value for improving outcomes. At-risk students (N = 84) were randomly assigned to three conditions: fractions intervention, fractions intervention with embedded SR-GM, and a control group. Intervention was conducted three times per week for 35 min per session for 13 weeks. Multilevel models indicated both fractions intervention conditions produced strong effects, with no added value for SR-GM. Posttest fractions achievement gaps for both intervention conditions held steady, narrowed, or closed, whereas the control group’s gaps remained sizeable or grew. Results suggest that intervention can address challenging mathematics standards for at-risk learners and that SR-GM instruction may not be necessary in the context of strong intervention.

中文翻译：

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与有风险的学习者一起应对具有挑战性的数学标准：一项关于三年级分数干预效果的随机对照试验

本研究的目的是评估分数干预对有不良结果风险的学生的影响，并检查将自我调节学习与成长心态指导 (SR-GM) 相结合的组件是否为改善结果提供附加价值. 有风险的学生 (N = 84) 被随机分配到三个条件：分数干预、嵌入 SR-GM 的分数干预和对照组。干预每周进行 3 次，每次 35 分钟，持续 13 周。多级模型表明，两种分数干预条件都产生了强烈的影响，对 SR-GM 没有附加价值。两种干预条件的后测分数成就差距保持稳定、缩小或缩小，而对照组的差距仍然很大或不断扩大。