Using Worked Examples to Enhance Students’ Mathematical Explanations during Fractions Intervention

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.