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Peer reviewed Peer reviewed
ERIC Number: EJ669601
Record Type: Journal
Publication Date: 2003
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0938-8982
EISSN: N/A
Fraction Instruction for Students with Mathematics Disabilities: Comparing Two Teaching Sequences.
Butler, Frances M.; Miller, Susan P.; Crehan, Kevin; Babbitt, Beatrice; Pierce, Thomas
Learning Disabilities: Research & Practice, v18 n2 p99-111 May 2003
This study compared effectiveness of either a concrete-representational-abstract (CRA) or a representational-abstract (RA) instructional sequence in teaching fraction concepts to 50 middle school students with mathematics disabilities. On all achievement measures, students in the CRA group had overall higher mean scores than did students in the RA group. (Contains references.) (Author/DB)
Descriptors: Fractions, Instructional Effectiveness, Learning Disabilities, Manipulative Materials, Mathematics Instruction, Middle Schools, Number Concepts, Remedial Instruction, Sequential Learning, Teaching Methods, Thinking Skills
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations
IES Cited: ED504995