Fraction Instruction for Students with Mathematics Disabilities: Comparing Two Teaching Sequences.

Butler, Frances M.; Miller, Susan P.; Crehan, Kevin; Babbitt, Beatrice; Pierce, Thomas

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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

WWC Study Page: http://ies.ed.gov/ncee/wwc/study/74199

IES Cited: ED504995

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