A Comparison of Concrete-Representational-Abstract and Concrete-Representational-Abstract-Integrated Fraction Interventions for Students with Disabilities

被引：19

作者：

Morano, Stephanie ^{[1
]}

Flores, Margaret M. ^{[2
]}

Hinton, Vanessa ^{[2
]}

Meyer, Jillian ^{[2
]}

机构：

[1] Univ Virginia, 417 S Emmet St,POB 400273, Charlottesville, VA 22902 USA

[2] Auburn Univ, Auburn, AL 36849 USA

来源：

EXCEPTIONALITY | 2020年 / 28卷 / 02期

关键词：

INDIVIDUAL-DIFFERENCES; EXPLICIT INSTRUCTION; NUMBER;

D O I：

10.1080/09362835.2020.1727328

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

This study compares the effects of a concrete-representational-abstract (CRA) intervention against a modified CRA-Integrated (CRA-I) intervention using a pretest-posttest design with random assignment of matched pairs to intervention conditions. The researchers designed both interventions to improve participants' understanding of and ability to apply unit fraction and fraction equivalence concepts. Participants were 28 fifth and sixth graders with disabilities. Results indicate that CRA and CRA-I both led to similarly large pre-to-post performance gains (ES = .95 on posttest and .80 on a fraction number line estimation test).

引用

页码：77 / 91

页数：15

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