Fraction competence is essential for learning algebra and pursuing careers in science, technology, engineering, and mathematics. However, many children have difficulty using fractions, especially those struggling with mathematics. In this study, we examined the effect of a Tier 2 multicomponent fraction intervention for fifth graders, using a multiple-probe design across groups. The intervention included multiple instructional components: (a) explicit instruction; (b) multiple representations; (c) addressing misconceptions; (d) flexibility, reversibility, and generalizations; and (e) self-graphing. The intervention addressed fraction concepts and skills that need to be taught at Grade Levels 3 to 5 based on the Common Core State Standards for Mathematics content standards. The researcher provided the intervention in an intervention classroom at a charter school three times a week. The total session length ranged from 885 to 906 min across the groups. The results of this study indicated a functional relation between the fraction intervention, and all six students’ percentages of correct answers obtained using fraction probes. The results from the fidelity of intervention and assessment and social validity during the intervention were also reported. Limitations and suggestions for future research and implications for practices are discussed.

分数能力对于学习代数和追求科学、技术、工程和数学方面的职业至关重要。然而，许多孩子在使用分数方面有困难，尤其是那些在数学上苦苦挣扎的孩子。在这项研究中，我们使用跨组的多探针设计检查了 2 级多组分分数干预对五年级学生的影响。干预包括多个教学部分： (a) 明确的教学；(b) 多重陈述；(c) 解决误解；(d) 灵活性、可逆性和概括性；(e) 自绘。干预解决了需要在 3 至 5 年级根据数学内容标准共同核心国家标准教授的分数概念和技能。研究人员每周 3 次在特许学校的干预教室提供干预。各组的总会话长度范围为 885 至 906 分钟。本研究的结果表明分数干预与所有六名学生使用分数探针获得的正确答案百分比之间存在函数关系。还报告了干预期间的干预和评估的保真度和社会效度的结果。讨论了未来研究的局限性和建议以及对实践的影响。还报告了干预期间的干预和评估的保真度和社会效度的结果。讨论了未来研究的局限性和建议以及对实践的影响。还报告了干预期间的干预和评估的保真度和社会效度的结果。讨论了未来研究的局限性和建议以及对实践的影响。