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.
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页码：15 / 25
页数：11
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