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
收藏
页码：44 / 58
页数：15
相关论文
共 50 条
  • [41] Using video prompting to teach cooking skills to secondary students with moderate disabilities
    Graves, TB
    Collins, BC
    Schuster, JW
    EDUCATION AND TRAINING IN DEVELOPMENTAL DISABILITIES, 2005, 40 (01): : 34 - 46
  • [42] Using Machine Learning to Help Students with Learning Disabilities Learn
    Dcruz, Francis
    Tiwari, Vijitashw
    Soni, Mayur
    SUSTAINABLE COMMUNICATION NETWORKS AND APPLICATION, ICSCN 2019, 2020, 39 : 262 - 269
  • [43] 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
  • [44] Using Video-Based Instruction via Augmented Reality to Teach Mathematics to Middle School Students With Learning Disabilities
    Kellems, Ryan O.
    Eichelberger, Carrie
    Cacciatore, Giulia
    Jensen, Mikaela
    Frazier, Brynn
    Simons, Kalee
    Zaru, Mai
    JOURNAL OF LEARNING DISABILITIES, 2020, 53 (04) : 277 - 291
  • [45] Empowering students with specific learning disabilities: Jim's concept of unit fraction
    Hunt, Jessica H.
    Silva, Juanita
    Lambert, Rachel
    JOURNAL OF MATHEMATICAL BEHAVIOR, 2019, 56
  • [46] Using SMART Board Technology to Teach Young Students with Disabilities and Limited Group Learning Experience to Read Environmental Text
    Shepley, Collin
    Lane, Justin D.
    Gast, David L.
    Education and Training in Autism and Developmental Disabilities, 2016, 51 (04) : 404 - 420
  • [47] A Systematic Review of Interventions for Algebraic Concepts and Skills of Secondary Students with Learning Disabilities
    Lee, Jihyun
    Bryant, Diane Pedrotty
    Ok, Min Wook
    Shin, Mikyung
    LEARNING DISABILITIES RESEARCH & PRACTICE, 2020, 35 (02) : 89 - 99
  • [48] How can I help students with learning disabilities in algebra?
    Witzel, B
    Smith, SW
    Brownell, MT
    INTERVENTION IN SCHOOL AND CLINIC, 2001, 37 (02) : 101 - 104
  • [49] Use of an immersive, simulated learning game to teach pharmacy students clinical concepts of toxicology
    Korenoski, Amanda S.
    Ginn, Tyler R.
    Seybert, Amy L.
    CURRENTS IN PHARMACY TEACHING AND LEARNING, 2021, 13 (05) : 556 - 559
  • [50] Use of an Immersive, Simulated Learning Game to Teach Pharmacy Students Clinical Concepts of Toxicology
    Korenoski, Amanda
    Ginn, Tyler
    Seybert, Amy
    CLINICAL TOXICOLOGY, 2018, 56 (10) : 1045 - 1045
12345