A Comparison of Concrete-Representational-Abstract and Concrete-Representational-Abstract-Integrated Fraction Interventions for Students with Disabilities

Autor/inn/en	Morano, Stephanie; Flores, Margaret M.; Hinton, Vanessa; Meyer, Jillian
Titel	A Comparison of Concrete-Representational-Abstract and Concrete-Representational-Abstract-Integrated Fraction Interventions for Students with Disabilities
Quelle	In: Exceptionality, 28 (2020) 2, S.77-91 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Morano, Stephanie) ORCID (Flores, Margaret M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2020.1727328
Schlagwörter	Students with Disabilities; Intervention; Mathematical Concepts; Concept Formation; Fractions; Grade 5; Grade 6; Error Patterns; Mathematics Achievement; Teaching Methods; Elementary School Students; Rural Schools; Mathematics Instruction + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Concept learning; Begriffsbildung; Bruchrechnung; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Fehlertyp; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Mathematics lessons; Mathematikunterricht
Abstract	This study compares the effects of a concrete-representational-abstract (CRA) intervention against a modified CRA-Integrated (CRA-I) intervention using a pretest-posttest design with random assignment of matched pairs to intervention conditions. The researchers designed both interventions to improve participants' understanding of and ability to apply unit fraction and fraction equivalence concepts. Participants were 28 fifth and sixth graders with disabilities. Results indicate that CRA and CRA-I both led to similarly large pre-to-post performance gains (ES = 0.95 on posttest and 0.80 on a fraction number line estimation test). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01