Educators in districts with high populations of Multilingual Learners (MLLs), also referred to as English Language Learners (ELLs), often face a critical question when evaluating new instructional programs: Will this work for our students?
In mathematics, language barriers can create significant obstacles. Students may struggle to grasp academic vocabulary, decode word problems, or follow verbal instructions, all of which are essential for success in math. These challenges are especially pronounced when a program is only available in English, raising concerns about accessibility and equity.
But what if a program could bridge that gap? Recent research shows that Frax, a fractions-focused math program, is not only engaging and effective, but it’s also proven to support MLLs in overcoming language-related hurdles. With its visual, interactive approach and scaffolded support, Frax helps students build conceptual understanding without relying solely on language proficiency.
This is exciting news for educators committed to equity and excellence in math instruction.
How Frax helps multilingual learners overcome math barriers
For MLLs, math instruction in English can present a double challenge: not only must students grasp abstract mathematical concepts, but they must also navigate unfamiliar academic language. Word problems, instructions, and even key vocabulary like “numerator” or “equivalent” can become stumbling blocks when language proficiency is still developing.
Frax is designed to break down those barriers. Rather than relying heavily on text or verbal instruction, Frax uses a highly visual, interactive approach to teach fractions. Concepts are introduced through engaging storylines, animations, and game-like activities, allowing students to explore and internalize ideas before attaching formal vocabulary.
“Interactive visual representations with length models, number lines, and area models provide visual and kinesthetic opportunities,” said Cassie Harrelson, ExploreLearning Educational Consultant. “Frax scaffolds fraction concepts by providing online manipulatives, and all of the math fits into the storyline. Though the manipulatives are virtual, the process of selecting, dragging, and dropping serves the same purpose as the hands-on variety.”
This design supports conceptual understanding first, then gradually builds language in context, making it easier for MLLs to connect meaning with terminology. “Text-to-speech tools are included, which allow students to hear mathematical terms pronounced correctly,” said Harrelson.
Frax study context: Who was included and why
To better understand how Frax supports Multilingual Learners (MLLs) in real-world settings, our researchers conducted a study in a large suburban school district in Florida, where nearly one in four 3rd-grade students is classified as an MLL. The goal was to evaluate whether Frax could truly support these students in mastering fractions despite the language challenges they face.
The study included:
- 651 third-grade students identified as MLLs
- 1,446 third-grade students not identified as MLLs
- All students had scores in the range of “Well Below Grade Level” (Level 1 out of 5) on the statewide beginning-of-year progress monitoring math assessment
This context provided a unique opportunity to evaluate Frax’s effectiveness with students who were not only developing English proficiency but also starting the year with significant gaps in math understanding.
The results were encouraging. MLLs who used Frax demonstrated learning gains that were comparable to those of their non-MLL peers. These findings suggest that Frax’s design, particularly its emphasis on conceptual understanding through multiple representations, may help mitigate some of the challenges MLLs typically face in math instruction. By reducing the reliance on language and increasing access to visual and interactive learning, Frax offers meaningful support for students developing English proficiency.
Research design and methodology
To evaluate the impact of Frax on student learning, students were grouped based on their level of program engagement and MLL status (Multilingual Learner vs. non-MLL). Those with high usage completed a substantial portion of the Frax curriculum, while those with minimal or no usage had little to no exposure to the program.
All students in the study were assessed using the Florida Assessment of Student Thinking (F.A.S.T.), the state’s standardized progress monitoring tool. This assessment provided two key outcome measures:
- Scale scores reflect overall math performance
- Achievement levels indicate whether students are meeting grade-level expectations
This design allowed researchers to isolate the impact of Frax while accounting for language background.
Key findings: Frax’s impact on math growth and proficiency
The results were clear: Students who used Frax showed greater math growth than their peers with similar starting points who did not use the program. Importantly, MLLs and English-proficient students experienced equal gains, suggesting that Frax supports learning across language groups.
Even more encouraging, a greater number of academically at-risk MLLs who used Frax met both overall grade-level math standards and fractions-specific benchmarks, compared to matched MLLs who did not use the program. These findings highlight Frax’s potential to close opportunity gaps in math for students developing English proficiency.
“When introducing a new concept or skill, Frax intentionally delays the introduction of key vocabulary until after the student has attained some proficiency with it,” said Jesse Mercer, Frax Senior Product Designer. “We use 'plain language' to refer to concepts such as numerator, equivalence, or common denominators until students become comfortable understanding and using these important concepts. Only after they’ve demonstrated competency with the target skills do we introduce the large (and potentially confusing) terms that correspond to them.”
Finding 1: Frax users show greater math growth
Across the state, the median math growth for third-grade students was 29 points on the Florida Assessment of Student Thinking (F.A.S.T.). Students who used Frax, however, exceeded this benchmark, demonstrating significantly greater gains.
Among Frax users, both Multilingual Learners (MLLs) and non-MLLs showed an average growth of +36 points—a strong indicator that the program supports learning equally well across language groups.
When researchers adjusted for baseline performance and other factors, they found that Frax usage explained 9% of the variation in student scores—a meaningful effect size in educational research. This suggests that Frax played a substantial role in driving student progress.
Finding 2: Frax helps at-risk MLLs reach grade-level performance
While median growth is a useful indicator of progress, it doesn’t always tell the full story—especially for students who start the year significantly behind. A student can make strong gains and still fall short of meeting grade-level expectations.
To better understand how Frax supports students in reaching proficiency, researchers conducted a matched sample analysis, comparing academically at-risk MLLs who used Frax to similar peers who did not. Students were matched based on key characteristics such as initial performance level and demographic background, allowing for a more accurate comparison of outcomes.
The results were striking: MLLs who used Frax were more likely to meet both overall grade-level math standards and fractions-specific benchmarks than their matched peers with no Frax exposure. This suggests that Frax not only supports growth—it helps students close achievement gaps and reach critical academic milestones.
By providing accessible, concept-driven instruction, Frax gives at-risk MLLs the tools they need to succeed in math, regardless of their starting point or language background.
Finding 3: Frax strengthens fraction mastery for MLLs
One of the most compelling outcomes of the study was the impact Frax had on students’ mastery of fractions, which is a foundational skill that often presents challenges for Multilingual Learners (MLLs).
Among students who did not use Frax, 42% of MLLs failed to meet fractions-specific grade-level standards. In contrast, only 8% of MLLs who used Frax fell short of those same benchmarks. Even more striking, 37% of at-risk MLLs who used Frax exceeded grade-level expectations, compared to just 4% of non-users.
These gains weren’t limited to a specific group of students. The benefits of Frax were consistent across all starting score bands, showing that the program supports both struggling learners and those closer to proficiency.
These results highlight Frax’s unique strength: its ability to promote deeper learning and conceptual mastery. “Essentially, we want vocabulary learning to be in line with the overall ethos of Frax – ‘fractions just make sense, as do the words that refer to them.’ By allowing students the time to use concepts before naming them, we avoid an unfortunate tendency of many curricula,” said Mercer. “Often, math lessons start by introducing an intimidating term, one that inadvertently clouds a student’s confidence to learn a simple concept before they’ve even tried. Instead, Frax students can focus their full energy and attention on learning things one-at-a-time (skill, then name of skill), making the introduction of these complex words a matter of vocabulary only and not vocabulary AND math.”
Conclusion: Frax offers scalable support for diverse learners
The findings from this study are clear: Frax supports significant math growth and fraction mastery for Multilingual Learners (MLLs). Whether students are just beginning to develop English proficiency or already fluent, Frax helps them build the conceptual foundation they need to succeed in math.
What makes Frax especially powerful is its inclusive design. Without requiring translation or separate language tracks, Frax uses visual models, interactive tasks, and scaffolded instruction to make math accessible to all learners. Harrelson said, “Gamification of learning enhances language learning by transforming practice from a task-oriented activity into an immersive, play-based experience that allows students to approach language learning with a sense of play, where curiosity, experimentation, and creativity are rewarded with tokens and access to the rooms to purchase items, receive trophies, and decorate avatars.” This approach not only supports MLLs, but it also benefits every student in the classroom.
For districts seeking scalable, evidence-based solutions that meet the needs of diverse student populations, Frax stands out as a proven tool for equity and achievement in math education.
