“…now I feel more comfortable doing fractions…”
                — Keigwin Middle School student

The Study

In November and December 2009, the Conceptua Math team worked with a middle school in Connecticut to pilot the use of online fraction tools and activities with a group of 6th grade students and their teachers. Although the fractions software was still in the prototype phase, feedback indicated high levels of student understanding and engagement, with teachers agreeing that the software was both an effective use of individual instructional time within the computer lab and appropriate for use on an interactive whiteboard.

Conceptua Math fractions tools are partially funded through a Phase I, Small Business Innovation Research grant (SBIR) from the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD). The goal of the Phase I grant was to develop and test a web-based software program to help teachers teach and students learn fractions. The software is designed to address national standards and curriculum goals in for grades 3–7. A Phase I grant award funds a feasibility study, which generally involves development of a prototype product and providing formative evaluation of its use in a school implementation.

Three 6th grade inclusive math classrooms used the software. The teachers and classes used the software a total of eight times over a three-week period. Most students spent about 40-minutes per session using the software. The teachers were supported throughout the study by John Laskarzewski, Co-Director of Implementation at Conceptua Math. For this study, students worked at their own pace through a carefully structured sequence of fractions activities, beginning with identifying and moving towards adding and subtracting fractions with uncommon denominators.

The Results

High levels of student engagement. First, we saw that students and teachers had positive reactions to the software, and that students were engaged and learned effectively in the fractions topics areas in which they spent time using the software. We were also pleased to see that identified special education students were able to participate alongside their peers without special accommodations. The level of student engagement on each of her visitations to the lab impressed and encouraged Tracey Koff, principal of Keigwin Middle School. In response to surveys, all teachers agreed that students’ understanding improved, students were engaged, and concepts had appropriate scaffolding.

Linked conceptual understanding to procedures. Of particular importance, teachers noted that the combination of tools, activities and lab setting “created opportunities to engage with students about fractions concepts and procedures,” and that they provided an effective use of lab time and an appropriate use in whole class instruction.

Boosted student confidence about fractions. Students overwhelmingly agreed that the software helped them learn fractions and was fun to use. Some commented that
“… before I had a lot of trouble doing fractions, [but] now I know how to…” and “… now I can do hard ones in class…”

Important Lessons Learned

This feasibility study and formative evaluation provided our team with valuable information that we are using to improve both teacher and student experiences with the tools. Among many important lessons learned was that the tools and activities are particularly beneficial for these critical uses: 1) enhancing whole-class instruction by providing flexible, interactive models that give instructors opportunities to engage students about concepts, 2) providing students with targeted activities that reinforce the teachers’ instructional focus, and 3) providing differentiated practice and feedback so the students are not practicing incorrectly. In addition to influencing several enhancements of our free subscription toolset, the study has impacted the direction we took with the activities we develop in our premium subscription.

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Interested in becoming a pilot site? Please contact us at info@conceptuamath.com.