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ERIC Number: ED560278
Record Type: Non-Journal
Publication Date: 2013
Pages: 141
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3033-7615-3
The Effects of Concrete-Representational-Abstract Sequence of Instruction on Solving Equations Using Inverse Operations with High School Students with Mild Intellectual Disability
Cease-Cook, Jennifer Jo
ProQuest LLC, Ph.D. Dissertation, The University of North Carolina at Charlotte
This study used a multiple probe across participants design to examine the effects of concrete-representational-abstract sequence of instruction on solving equations using inverse operations with high school students with mild intellectual disability. Results demonstrated a functional relation between the Abstract sequence of instruction and students ability to solve equations using inverse operations. Students were also able to maintain the skills learned up to four weeks post-intervention. Implications for practice and recommendations for future research are described. [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: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A