Using CRA-I to Teach Fraction and Decimal Concepts to Students With Learning Disabilities

被引：0

作者：

Flores, Margaret M. ^{[1
,2
]}

Hinton, Vanessa M. ^{[1
]}

Schweck, Kelly B. ^{[1
]}

机构：

[1] Auburn Univ, Auburn, AL USA

[2] Auburn Univ, Dept Special Educ Rehabil & Counseling, 2083 Haley Ctr, Auburn, AL 36849 USA

来源：

LEARNING DISABILITY QUARTERLY | 2024年 / 47卷 / 01期

关键词：

elementary; mathematics; single-case design; CONCRETE; INTERVENTION; RISK;

D O I：

10.1177/07319487231176545

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

The purpose of this study was to investigate the effects of the concrete-representational-abstract-integrated (CRA-I) sequence on students with learning disabilities' performance when learning fraction and decimal concepts. Three elementary students in Grades 4 and 6 participated in a single-case multiple probe across behaviors study. The intervention involved explicit use of fraction blocks, coins, base ten blocks, number lines, pictures, and abstract symbols to teach unit fractions, fraction and decimal equivalence, addition of fractions with unlike denominators, and writing fractions as decimals. The researchers demonstrated a functional relation between CRA-I and three different behaviors related to fraction concepts: decreased error in estimating fraction magnitude, addition of unlike fractions, and writing fractions as decimals. The findings show promise in the use of CRA-I for teaching fraction concepts to students with learning disabilities.

引用

页码：44 / 58

页数：15

共 50 条

[1] Teaching the partial products multiplication algorithm to students who struggle using CRA-I
Hinton, Vanessa
Flores, Margaret
PSYCHOLOGY IN THE SCHOOLS, 2024, 61 (08) : 3339 - 3358
[2] The Effects of a CRA-I Intervention on Students' Number Sense and Understanding of Addition
Flores, Margaret M.
Hinton, Vanessa M.
REMEDIAL AND SPECIAL EDUCATION, 2022, 43 (03) : 183 - 194
[3] Teaching addition and subtraction to a child with SEN using CRA-I
Garcia-Moya, Melody
Gonzalez-Ruiz, Ignacio
EDMA 0-6-EDUCACION MATEMATICA EN LA INFANCIA, 2022, 11 (02): : 65 - 90
[4] Using Virtual Manipulative Instruction to Teach the Concepts of Area and Perimeter to Secondary Students With Learning Disabilities
Satsangi, Rajiv
Bouck, Emily C.
LEARNING DISABILITY QUARTERLY, 2015, 38 (03) : 174 - 186
[5] Implementing CRA With Secondary Students With Learning Disabilities in Mathematics
Witzel, Bradley S.
Riccomini, Paul J.
Schneider, Elke
INTERVENTION IN SCHOOL AND CLINIC, 2008, 43 (05) : 270 - 276
[6] Using the CRA-I Strategy to Develop Conceptual and Procedural Knowledge of Quadratic Expressions
Strickland, Tricia K.
TEACHING EXCEPTIONAL CHILDREN, 2016, 49 (02) : 115 - 125
[7] The Effects of Using Length Models to Teach Fraction and Decimal Translation
Rojo, Megan
King, Sarah G.
Gersib, Jenna
Doabler, Christian T.
LEARNING DISABILITY QUARTERLY, 2024,
[8] A case study using CRA to teach students with disabilities to count using flexible numbers: Applying skip counting to multiplication
Gibbs, Anna S.
Hinton, Vanessa M.
Flores, Margaret M.
PREVENTING SCHOOL FAILURE, 2018, 62 (01): : 49 - 57
[9] Initial Understandings of Fraction Concepts Evidenced by Students With Mathematics Learning Disabilities and Difficulties: A Framework
Hunt, Jessica H.
Welch-Ptak, Jasmine J.
Silva, Juanita M.
LEARNING DISABILITY QUARTERLY, 2016, 39 (04) : 213 - 225
[10] Learning to Teach Students With Disabilities Through Situated Learning Experiences
An, Jihoun
RESEARCH QUARTERLY FOR EXERCISE AND SPORT, 2016, 87 : A122 - A123

← 1 2 3 4 5 →