CRA Fraction Intervention for Fifth-Grade Students Receiving Tier Two Interventions

Autor/inn/en	Flores, Margaret M.; Hinton, Vanessa M.; Taylor, Ja'Lia J.
Titel	CRA Fraction Intervention for Fifth-Grade Students Receiving Tier Two Interventions
Quelle	In: Preventing School Failure, 62 (2018) 3, S.198-213 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2017.1414027
Schlagwörter	Elementary School Mathematics; Elementary School Students; Grade 5; Fractions; Arithmetic; Intervention; Sequential Learning; Mathematics Instruction; Small Group Instruction; Mathematics Tests; Pretests Posttests; Mathematics Achievement; Teaching Methods; Statistical Significance; Statistical Analysis + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; School year 05; 5. Schuljahr; Schuljahr 05; Bruchrechnung; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Didaktische Sequenzierung; Lernsequenz; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse
Abstract	Students must leave elementary school with a firm understanding of fractions and decimals in order to make satisfactory progress in advanced mathematics. Firm understanding includes manipulation of rational numbers using different models of representation such as area and length. Research has demonstrated that a graduated sequence such as concrete-representational-abstract (CRA) instruction is effective in teaching fraction conceptual understanding. The purpose of this study was to investigate the effects of a CRA tier two fraction intervention that presented fraction concepts using the area and length model. Seventeen fifth-grade students participated in small-group tier two interventions addressing fourth-grade fraction standards. The researchers measured student performance using curriculum-based pretests and posttests and found that students made significant progress. Results and implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01