Using CRA to teach algebra to students with math difficulties in inclusive settings

Author: 
Witzel, B .S.
Year: 
2005

This study compared student achievement in solving liner algebraic functions using a concrete- to-representational-to-abstract (CRA) sequence of instruction and a repeated abstract explicit instruction model. Six classes of students were randomly assigned to a treatment condition or comparison condition. Students participated in a total of 19 scripted lessons with detailed instructional steps.

Type: 
Research
Common Core State Standards: 
Reason Abstractly
Model with Mathematics
Make Sense of Problems
Instructional Strategies: 
Visual Representations
Modeling
Thinking Aloud
Understanding Problems

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