# Deep Fractions Learning: A Core Curriculum of Games, Inquiry, and Collaboration

> **NIH NIH R44** · TEACHLEY, LLC · 2020 · $500,302

## Abstract

There is an enormous deficit in students’ understanding of fractions in the United States.
Fifth grade fraction knowledge predicts high school math performance, even when controlling
for working memory, whole number knowledge, IQ, reading ability, and demographic factors
(Siegler et al., 2012). Therefore, addressing this deficit is a particularly important area for early
intervention. With this Fast-Track grant, Deep Fractions Learning , we propose to transform the
way in which students learn core math curriculum so that materials are more interactive and
engaging, promote deeper learning of content, and are aligned with the Common Core. More
specifically, we will develop and evaluate a digital curriculum for grades 3-5 covering the
fractions domain that combines games, collaboration, and an inquiry approach. We propose to
develop an innovative technology infrastructure that will integrate Teachley learning games,
Success for All’s (SFA) cooperative learning framework, and rigorous lesson content. We will
integrate research into the design process and work with Johns Hopkins University to evaluate
the efficacy of the intervention.
Outcomes. The intervention will encourage four direct outcomes for students, namely
improved: 1) conceptual understanding of fractions, 2) procedural fluency with fractions
operations, 3) mathematical justification, and 4) motivation. First, the curriculum will build both
conceptual understanding and procedural fluency, providing strong visual models within
engaging games that motivate students to practice. The collaborative learning model and inquiry
approach will improve students’ mathematical justification. Finally, we encourage these
outcomes within a motivational support structure designed to foster engagement and
self-efficacy.
Improving students’ academic outcomes and self-efficacy in the area of fractions during
elementary school will promote later success in high school mathematics. Since each additional
math class students complete in high school more than doubles the odds of college completion
(Adelman, 2006), the intervention has the potential to make a real difference in whether
students achieve sustainable careers versus being stuck in low-wage jobs.

## Key facts

- **NIH application ID:** 9883021
- **Project number:** 5R44GM130162-03
- **Recipient organization:** TEACHLEY, LLC
- **Principal Investigator:** Kara Carpenter
- **Activity code:** R44 (R01, R21, SBIR, etc.)
- **Funding institute:** NIH
- **Fiscal year:** 2020
- **Award amount:** $500,302
- **Award type:** 5
- **Project period:** 2018-09-01 → 2021-08-31

## Primary source

NIH RePORTER: https://reporter.nih.gov/project-details/9883021

## Citation

> US National Institutes of Health, RePORTER application 9883021, Deep Fractions Learning: A Core Curriculum of Games, Inquiry, and Collaboration (5R44GM130162-03). Retrieved via AI Analytics 2026-05-29 from https://api.ai-analytics.org/grant/nih/9883021. Licensed CC0.

---

*[NIH grants dataset](/datasets/nih-grants) · CC0 1.0*