Using the Concrete-Representational-Abstract Sequence to Teach Conceptual Understanding of Place Value, Rounding, and Expanded Notation

被引：3

作者：

Milton, Jessica H. ^{[2
]}

Flores, Margaret M. ^{[1
,3
]}

Hinton, Vanessa M. ^{[3
]}

Dunn, Caroline ^{[3
]}

Darch, Craig B. ^{[1
]}

机构：

[1] Auburn Univ, Auburn, AL 36849 USA

[2] Auburn Univ, Student Serv, EAGLES program, Auburn, AL USA

[3] Auburn Univ, Dept Special Educ Rehabil & Counseling, Auburn, AL USA

来源：

LEARNING DISABILITIES RESEARCH & PRACTICE | 2023年 / 38卷 / 01期

关键词：

CONTENT VALIDITY; STUDENTS; SUBTRACTION; STRATEGY; MATH;

D O I：

10.1111/ldrp.12299

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

This study investigated the effects of a place value intervention with third-grade students with learning disabilities. The intervention added content to a research-based intervention using the concrete-representational-abstract (CRA) sequence. The added content reflected current mathematics standards for third grade. Students' place value understanding was measured using probes in which students had to identify the value of each digit within a three-digit number, round three-digit numbers to the nearest 10 or 100, and write three equations showing an expanded form of a three-digit number. A single-case, multiple-probe-across-students design showed a functional relation between CRA and completion of items requiring place value understanding. Students completed a generalization task by estimating the sum of a given equation.

引用

页码：15 / 25

页数：11

共 23 条

[1] 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
[2] Teaching Place Value Concepts and Their Application Using the Concrete-Representational-Abstract Integrated Sequence
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Hinton, Vanessa M.
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LEARNING DISABILITIES RESEARCH & PRACTICE, 2024,
[3] Using the Concrete-Representational-Abstract Sequence to Teach Subtraction With Regrouping to Students at Risk for Failure
Flores, Margaret M.
REMEDIAL AND SPECIAL EDUCATION, 2010, 31 (03) : 195 - 207
[4] The Concrete-Representational-Abstract Integrated Sequence as Supplemental Instruction to Teach Addition
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Flores, Margaret
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JOURNAL OF EDUCATION FOR STUDENTS PLACED AT RISK, 2024,
[5] Teaching Fraction Concepts Using the Concrete-Representational-Abstract Sequence
Flores, Margaret M.
Hinton, Vanessa M.
Meyer, Jill M.
REMEDIAL AND SPECIAL EDUCATION, 2020, 41 (03) : 165 - 175
[6] Teaching the Partial Products Algorithm Using the Concrete-representational-abstract Sequence
Flores, Margaret M.
Milton, Jessica H.
EXCEPTIONALITY, 2020, 28 (02) : 142 - 160
[7] Using the Concrete-Representational-Abstract Sequence with Integrated Strategy Instruction to Teach Subtraction with Regrouping to Students with Learning Disabilities
Mancl, Dustin B.
Miller, Susan P.
Kennedy, Meghan
LEARNING DISABILITIES RESEARCH & PRACTICE, 2012, 27 (04) : 152 - 166
[8] Conceptual understanding and mathematical disposition of college student through Concrete-Representational-Abstract approach (CRA)
Minarti, E. D.
Wahyudin
INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICMSCE 2018), 2019, 1157
[9] Using the concrete-representational-abstract sequence to teach math skills to a student with autism spectrum disorder in a general education classroom
Kaya, Sultan
Yildiz, Nevin Guner
INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES, 2023,
[10] The Effects of the Concrete-Representational-Abstract Sequence for Students at Risk for Mathematics Failure
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Journal of Behavioral Education, 2019, 28 : 493 - 516

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