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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