The Effects of Concrete-Representational-Abstract Sequence Instruction on Fractions for Chinese Elementary Students with Mathematics Learning Disabilities

被引：0
|
作者：
Shudong Zhang
Shuyuan Yu
Jing Xiao
Yunting Liu
Ting Jiang
机构：
[1] Beijing Normal University,Faculty of Education
[2] The Ohio State University,Department of Psychology
[3] Beijing Normal University,Faculty of Psychology
来源：
International Journal of Science and Mathematics Education | 2022年 / 20卷
关键词：
Concrete-representational-abstract; Fractions; Fraction magnitudes; Intervention; Mathematics learning disabilities;
D O I：
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学科分类号：
摘要：
Fractions are an important mathematical concept for elementary students. However, students with mathematics learning disabilities (MLD) struggle with learning fractions. Research has demonstrated that concrete-representational-abstract (CRA) instruction is an effective practice for students with learning and developmental disabilities. Here we investigated whether CRA instruction can support struggling learners’ understanding of fractions in China. Using a multiple probe across-students single-case design, we applied CRA instructions to 4 fourth-grade students with MLD. Results showed that CRA instruction improved students’ fraction proficiency. Limitations of the study, as well as implications on CRA instruction for elementary students with MLD in practice, are discussed.
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页码：1481 / 1498
页数：17
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