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ERIC Number: ED551111
Record Type: Non-Journal
Publication Date: 2012
Pages: 142
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2677-4055-7
Applying the Concrete-Semiconcrete-Abstract Instructional Sequence in Model-Based Teaching to Facilitate the Learning of Area and Volume by Students with Mild Intellectual Disability
Hord, Timothy Casey
ProQuest LLC, Ph.D. Dissertation, Purdue University
In the current educational climate of IDEA 2004 and No Child Left Behind, teachers are required to find methods to give all students, including students with mild intellectual disability, access to the general education curriculum. The purpose of this study was to investigate the effects of instruction integrating the concrete-semiconcrete-abstract teaching sequence into model-based problem solving to teach area and volume to sixth grade students with mild intellectual disability. This study employed a multiple baseline design to establish the functional relationship between the intervention and students' performance on area and volume problems. The participants improved at solving area and volume problems and showed some success in making generalizations about area and volume concepts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 6; Intermediate Grades; Middle Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A