Program Description

"Fraction Face-Off! is a Tier 2 tutoring program designed to promote fraction understanding for at-risk learners in 4th grade. The program uses explicit instruction to mainly emphasize the measurement interpretation of fractions, which includes understanding the magnitude of fractions, comparing fraction sizes, ordering three fractions, placing fractions on a 0 -1 number line, adding and subtracting fractions, solving word problems that require multiplicative reasoning, finding fractions = ½ with multiplication; finding fractions = 1 with multiplication, and converting mixed to improper; converting improper to mixed. The program incorporates a sports theme and has a football game challenge at the conclusion of the program for students to practice their knowledge of fraction concepts and to increase student interest while learning fraction vocabulary. All teacher-directed lessons prepared as scripts to help convey instructions to the class during small group tutoring. The Student Rewards and Recognition activities have students earning Fraction Money after successfully completing activities during the Program. Fraction Money is redeemed for prizes provided by the educator."

Cost

Price varies between $75–85 depending on mamual and pack.

Intended Population

• Intervention

Grade

• Elementary School

Intended Group Size

• Small group

ELL/DLL

• Unspecified

Multisensory Applications

• Unspecified

Delivery Method

• Print-based delivery

Scripted

• Instructor Scripted

Comprehensive or Skill Specific

• Skill Specific

Placement Tests

• No

Accelerated Learning

• No

Assessment to Monitor Skills Mastery

• Unspecified

Error Correction Built In

• Unspecified

Fidelity Measures Provided by Publisher

• Unspecified

Research Summary

Multiple peer-reviewed randomized controlled trials have evaluated the effectiveness of the Fraction Face-Off intervention. Compared to control groups, students receiving Fraction Face-Off interventions had greater growth and outperformed students in the control on part-whole understanding fractions, number line activities, computation, and general fraction knowledge. Given the largely positive effects of the program in peer-reviewed literature, there is sufficient evidence to support Fraction Face-Off as an evidence-based practice. Additionally, WWC and ESSA have ranked the program as potentially promising effects and strong, respectively. The WWC also reviewed a couple of the individual studies with rankings of strong (Fuchs et al., 2013) and potentially positive (Fuchs et al., 2016b). An additional peer reviewed article has reviewed the empirical evidence supporting the efficacy of the Fraction Face-Off program (see https://journals.sagepub.com/doi/epub/10.1177/0022219416677249)

Study Citations

Fuchs, L.S., Schumacher, R.F., Long, J., Namkung, J., Hamlett, C.L., Cirino, P.T., Changas, P., Jordan, N.C., Siegler, R., & Gersten, R. (2013). Improving At-Risk Learners’ Understanding of Fractions. Journal of Educational Psychology, 105(3), 683-700. doi: 10.1037/a0032446

Fuchs, L. S., Malone, A. S., Schumacher, R. F., Namkung, J., Hamlett, C. L., Jordan, N. C., Siegler, R. S., Gersten, R., & Changas, P. (2016a). Supported self-explaining during fraction intervention. Journal of Educational Psychology, 108(4), 493–508. https://doi.org/10.1037/edu0000073

Fuchs, L. S., Schumacher, R. F., Long, J., Namkung, J., Malone, A. S., Wang, A., Hamlett, C. L. (2016b). Effects of intervention to improve at-risk fourth graders' understanding, calculations, and word problems with fractions. The Elementary School Journal, 116(4), 625-651.

Fuchs, L. S., Sterba, S. K., Fuchs, D., & Malone, A. S. (2016c). Does Evidence-Based Fractions Intervention Address the Needs of Very Low-Performing Students? Journal of Research on Educational Effectiveness, 9(4), 662–677. https://doi.org/10.1080/19345747.2015.1123336

What Works Clearinghouse (WWC) Report

• Potentially positive effects

Evidence Base (ESSA)

• Strong

Evidence-Based Practice (EBP)

• Evidence-based practice

Additional Reviews

• https://ies.ed.gov/ncee/WWC/Study/86192
• https://ies.ed.gov/ncee/WWC/Study/89454
• https://journals.sagepub.com/doi/epub/10.1177/0022219416677249