This randomized controlled trial examined a fraction intervention enhanced with worked examples (presolved problems) to develop verbal conceptual explanations in grade 5 students with mathematics difficulties. Students analyzed worked examples depicting correct and incorrect solutions—both individually and in pairs for comparison—to explain key fraction concepts and common misconceptions. Ninety-nine students were randomly assigned to the intervention (n = 48) or a business-as-usual comparison group (n = 51). The intervention consisted of 36 lessons delivered over 12 weeks. Results favored intervention students significantly on fractions proficiency (g = 0.39–1.11) and both verbal and written explanations (g = 0.89–1.11). Findings suggest that incorporating worked examples to develop students’ verbal explanations is effective when embedded in multicomponent fractions interventions for students with mathematics difficulties.
Schumacher et al. (Tue,) studied this question.