The Effects of Concrete-Representational-Abstract Sequence Instruction on Fractions for Chinese Elementary Students with Mathematics Learning Disabilities.
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| Title: | The Effects of Concrete-Representational-Abstract Sequence Instruction on Fractions for Chinese Elementary Students with Mathematics Learning Disabilities. |
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| Authors: | Zhang, Shudong1 (AUTHOR), Yu, Shuyuan2 (AUTHOR), Xiao, Jing1 (AUTHOR), Liu, Yunting3 (AUTHOR), Jiang, Ting3 (AUTHOR) psytingjiang@gmail.com |
| Source: | International Journal of Science & Mathematics Education. Oct2022, Vol. 20 Issue 7, p1481-1498. 18p. |
| Subject Terms: | *Learning disabilities, *Mathematics students, *Developmental disabilities, Chinese students, Fractions |
| Geographic Terms: | China |
| Abstract: | Fractions are an important mathematical concept for elementary students. However, students with mathematics learning disabilities (MLD) struggle with learning fractions. Research has demonstrated that concrete-representational-abstract (CRA) instruction is an effective practice for students with learning and developmental disabilities. Here we investigated whether CRA instruction can support struggling learners' understanding of fractions in China. Using a multiple probe across-students single-case design, we applied CRA instructions to 4 fourth-grade students with MLD. Results showed that CRA instruction improved students' fraction proficiency. Limitations of the study, as well as implications on CRA instruction for elementary students with MLD in practice, are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 159160700 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Effects of Concrete-Representational-Abstract Sequence Instruction on Fractions for Chinese Elementary Students with Mathematics Learning Disabilities. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Zhang%2C+Shudong%22">Zhang, Shudong</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Yu%2C+Shuyuan%22">Yu, Shuyuan</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Xiao%2C+Jing%22">Xiao, Jing</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Liu%2C+Yunting%22">Liu, Yunting</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Jiang%2C+Ting%22">Jiang, Ting</searchLink><relatesTo>3</relatesTo> (AUTHOR)<i> psytingjiang@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Science+%26+Mathematics+Education%22">International Journal of Science & Mathematics Education</searchLink>. Oct2022, Vol. 20 Issue 7, p1481-1498. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Learning+disabilities%22">Learning disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+students%22">Mathematics students</searchLink><br />*<searchLink fieldCode="DE" term="%22Developmental+disabilities%22">Developmental disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Chinese+students%22">Chinese students</searchLink><br /><searchLink fieldCode="DE" term="%22Fractions%22">Fractions</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Fractions are an important mathematical concept for elementary students. However, students with mathematics learning disabilities (MLD) struggle with learning fractions. Research has demonstrated that concrete-representational-abstract (CRA) instruction is an effective practice for students with learning and developmental disabilities. Here we investigated whether CRA instruction can support struggling learners' understanding of fractions in China. Using a multiple probe across-students single-case design, we applied CRA instructions to 4 fourth-grade students with MLD. Results showed that CRA instruction improved students' fraction proficiency. Limitations of the study, as well as implications on CRA instruction for elementary students with MLD in practice, are discussed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=159160700 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10763-021-10215-9 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 1481 Subjects: – SubjectFull: Learning disabilities Type: general – SubjectFull: Mathematics students Type: general – SubjectFull: Developmental disabilities Type: general – SubjectFull: Chinese students Type: general – SubjectFull: Fractions Type: general – SubjectFull: China Type: general Titles: – TitleFull: The Effects of Concrete-Representational-Abstract Sequence Instruction on Fractions for Chinese Elementary Students with Mathematics Learning Disabilities. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Zhang, Shudong – PersonEntity: Name: NameFull: Yu, Shuyuan – PersonEntity: Name: NameFull: Xiao, Jing – PersonEntity: Name: NameFull: Liu, Yunting – PersonEntity: Name: NameFull: Jiang, Ting IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 15710068 Numbering: – Type: volume Value: 20 – Type: issue Value: 7 Titles: – TitleFull: International Journal of Science & Mathematics Education Type: main |
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