Students with mathematics difficulties often struggle with conceptual and procedural understanding of fractions. Self-regulated strategy development (SRSD) is an evidence-based framework for teaching a variety of academic skills, including mathematics. The purpose of this study was to extend preliminary work using SRSD Fractions to support the fraction performance of fourth-grade students with mathematics difficulties. Using a fuzzy regression discontinuity design, we evaluated the effects of a Tier 2 intervention implemented within a multitiered systems of support framework with 60 participants, 16 of whom participated in the intervention. While students in the treatment group had higher scores on the posttest, the local average treatment effect was not statistically significant, but the overall difference in difference score suggested a large effect (g = 0.81; 95 percent CI 0.18 and 1.43). Limitations and future directions are discussed.

中文翻译：

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使用 SRSD 分数支持 MTSS 框架内的学生：回归不连续性设计的结果

有数学困难的学生常常难以理解分数的概念和程序。自我调节策略发展 (SRSD) 是一个循证框架，用于教授各种学术技能，包括数学。本研究的目的是扩展使用SRSD Fractions 的初步工作支持有数学困难的四年级学生的分数表现。使用模糊回归不连续性设计，我们评估了在支持框架的多层系统内实施的第 2 层干预的效果，其中有 60 名参与者，其中 16 人参与了干预。虽然治疗组的学生在后测中得分较高，但局部平均治疗效果没有统计学意义，但差异分数的总体差异表明效果很大（g = 0.81；95% CI 0.18 和 1.43）。讨论了局限性和未来的方向。