FIE does not teach the mathematical applications of these concepts like proportions, probability and statistics, fractions as percents, or decimal forms, or as in the four operations with fractions.
FIE alone can not offer all the conditions for teachersÂ’ professional development, but it helps prioritize, model, and facilitate the development of teachers and education systems that are better focused on learning and cognitive development in students.
Research shows that the most significant results occur where FIE is implemented with the involvement of the entire education staff, and is institutionalized as a required curriculum for all the students in the system (from a certain grade level).
FIE is used with a variety of age groups and populations, culturally diverse, gifted students, and the learning disabled, as well as regular students in upper elementary through college levels and beyond.
Wherever FIE was combined with regular academic curricula or taught by the same teachers, studies yielded significant gains in academic achievement by the experimental groups.
Sometimes FIE appears to result in enhanced achievement in reading but not in mathematics, or in mathematics but not in reading, or in social studies but not in other subjects, in several but not in all areas, or, in rare cases, in all academic areas.
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