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：

暂无

中图分类号：

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.

引用

页码：1481 / 1498

页数：17

共 50 条

[21] Learning with Technology: Video Modeling with Concrete-Representational-Abstract Sequencing for Students with Autism Spectrum Disorder
Yakubova, Gulnoza
Hughes, Elizabeth M.
Shinaberry, Megan
JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS, 2016, 46 (07) : 2349 - 2362
[22] Using the Virtual-Representational-Abstract With Overlearning Instructional Sequence to Students With Disabilities in Mathematics
Park, Jiyoon
Bouck, Emily C.
Fisher, Marisa H.
JOURNAL OF SPECIAL EDUCATION, 2021, 54 (04): : 228 - 238
[23] The concrete-representational-abstract sequence for the acquisition of the cardinal principle in preschool children with autism
Goni-Cervera, Juncal
Polo-Blanco, Irene
Tregon, Nuria
Bruno, Alicia
INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES, 2024,
[24] Using the Concrete-Representational-Abstract Sequence to Teach Conceptual Understanding of Basic Multiplication and Division
Milton, Jessica H.
Flores, Margaret M.
Moore, Alexcia J.
Taylor, Ja'Lia J.
Burton, Megan E.
LEARNING DISABILITY QUARTERLY, 2019, 42 (01) : 32 - 45
[25] Teaching Place Value Concepts and Their Application Using the Concrete-Representational-Abstract Integrated Sequence
Flores, Margaret M.
Hinton, Vanessa M.
Shadoan, Laura
Monroe, Callye
LEARNING DISABILITIES RESEARCH & PRACTICE, 2024,
[26] Assessing the efficacy of the concrete-representational-abstract instructional sequence in teaching basic addition facts to students with mild intellectual disability
Nar, Salih
Batu, Emine Sema
INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES, 2024,
[27] Comparison of the Different Presentations of Concrete-Representational-Abstract (CRA) Sequence to Teach Functional Academic Skills for Students with Developmental Retardation
Rustioglu, Omac
Avcioglu, Hasan
SUSTAINABILITY, 2022, 14 (17)
[28] The Virtual-Representational-Abstract Framework to Support Students With Disabilities in Mathematics
Bouck, Emily C.
Sprick, Jessica
INTERVENTION IN SCHOOL AND CLINIC, 2019, 54 (03) : 173 - 180
[29] Effects of Computer-Integrated Schema Strategy Instruction for Elementary School Students with Mathematics Learning Disabilities
Wu, I-hwey
Huang, Hsiao-fan
Yang, Kai-hsiang
2013 INTERNATIONAL CONFERENCE ON EDUCATION AND EDUCATIONAL RESEARCH (EER 2013), VOL 2, 2013, 2 : 143 - 149
[30] Mathematics instruction for secondary students with learning disabilities
Jones, ED
Wilson, R
Bhojwani, S
JOURNAL OF LEARNING DISABILITIES, 1997, 30 (02) : 151 - 163

← 1 2 3 4 5 →