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| Learning Disabilities:… | 2 |
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| Butler, Frances M. | 1 |
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| Miller, Susan P. | 1 |
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Peer reviewedButler, Frances M.; Miller, Susan P.; Crehan, Kevin; Babbitt, Beatrice; Pierce, Thomas – Learning Disabilities: Research & Practice, 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…
Descriptors: Fractions, Instructional Effectiveness, Learning Disabilities, Manipulative Materials
Peer reviewedWitzel, Bradley S.; Mercer, Cecil D.; Miller, M. David – Learning Disabilities: Research & Practice, 2003
Sixth- and seventh-grade students (n=68) with learning disabilities in mathematics received either concrete-to-representational-to-abstract (CRA) or traditional instruction in algebraic transformation equations. Students receiving the CRA instruction outperformed peers receiving traditional instruction on both post-instruction and follow-up tests…
Descriptors: Algebra, Instructional Effectiveness, Learning Disabilities, Maintenance
