The Effect of Using Concrete-Representational-Abstract Sequence in Teaching the Perimeter of Geometric Shapes for Students with Learning Disabilities

Autor/in	AL-salahat, Mohammad Mousa Salem
Titel	The Effect of Using Concrete-Representational-Abstract Sequence in Teaching the Perimeter of Geometric Shapes for Students with Learning Disabilities
Quelle	In: International Journal of Education in Mathematics, Science and Technology, 10 (2022) 2, S.477-493 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (AL-salahat, Mohammad Mousa Salem)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-611X
Schlagwörter	Geometry; Mathematics Instruction; Students with Disabilities; Learning Disabilities; Geometric Concepts; Concept Formation; Word Problems (Mathematics); Foreign Countries; Elementary School Students; Grade 4; Grade 5; Problem Solving; Abstract Reasoning; Mathematical Logic; Saudi Arabia + Suchen Sie Ihr Suchwort? Geometrie; Mathematics lessons; Mathematikunterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Elementare Geometrie; Concept learning; Begriffsbildung; Textaufgabe; Ausland; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Problemlösen; Abstraktes Denken; Denken; Mathematical logics; Mathematische Logik; Saudi-Arabien
Abstract	Geometry is one of the basic areas of school mathematics education, and it is important for elementary students. However, students with mathematics learning disabilities (MLD) struggle with geometry learning. Research has demonstrated that concrete-representational-abstract (CRA) teaching is an effective practice for students with learning disabilities (LD) and other disabilities. The study aimed to investigate whether the CRA sequence can support students' understanding of calculating the perimeter of geometric shapes and solving mathematical word problems of the perimeter in Najran city in the Kingdom of Saudi Arabia. The study used the quasi-experimental research design for one treatment group of a pre-posttest. First, the perimeter test of geometric shapes, whose validity and reliability was verified, was used, and then the CRA sequence was applied to eight students in the fourth and fifth grades with LD in mathematics. The results showed that the CRA sequence improved the students' efficiency in calculating the perimeter of geometric shapes and solving mathematical word problems on the perimeter. Also, the students maintained the learned skills three weeks post the interventional period. (As Provided).
Anmerkungen	International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: http://ijemst.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01