用CRA-I向学习困难学生讲授分数和小数概念

IF 1.6 4区教育学 Q2 EDUCATION, SPECIAL

Learning Disability Quarterly Pub Date : 2023-05-25 DOI:10.1177/07319487231176545

Margaret M. Flores, Vanessa M. Hinton, Kelly B. Schweck

{"title":"用CRA-I向学习困难学生讲授分数和小数概念","authors":"Margaret M. Flores, Vanessa M. Hinton, Kelly B. Schweck","doi":"10.1177/07319487231176545","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":47365,"journal":{"name":"Learning Disability Quarterly","volume":" ","pages":""},"PeriodicalIF":1.6000,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Using CRA-I to Teach Fraction and Decimal Concepts to Students With Learning Disabilities\",\"authors\":\"Margaret M. Flores, Vanessa M. Hinton, Kelly B. Schweck\",\"doi\":\"10.1177/07319487231176545\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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.\",\"PeriodicalId\":47365,\"journal\":{\"name\":\"Learning Disability Quarterly\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2023-05-25\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Learning Disability Quarterly\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/07319487231176545\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning Disability Quarterly","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/07319487231176545","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}

引用次数: 1

摘要

本研究的目的是调查具体表征-抽象-综合（CRA-I）序列对学习障碍学生在学习分数和小数概念时表现的影响。三名四年级和六年级的小学生参加了一项跨行为的单一案例多探究研究。干预措施包括明确使用分数块、硬币、基数十块、数字线、图片和抽象符号来教授单位分数、分数和小数等价性、添加不同分母的分数，以及将分数写成小数。研究人员证明了CRA-I与三种与分数概念相关的不同行为之间的函数关系：减少估计分数大小的误差，添加不同的分数，以及将分数写成小数。研究结果表明，使用CRA-I向有学习障碍的学生教授分数概念是有希望的。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Using CRA-I to Teach Fraction and Decimal Concepts to Students With Learning Disabilities

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.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Learning Disability Quarterly Multiple-

CiteScore

3.50

自引率

11.10%

发文量

期刊介绍： Learning Disability Quarterly publishes high-quality research and scholarship concerning children, youth, and adults with learning disabilities. Consistent with that purpose, the journal seeks to publish articles with the potential to impact and improve educational outcomes, opportunities, and services.