Fraction instruction for students with mathematics disabilities: Comparing two teaching sequences

Author: 
Butler, F. M., Miller, S. P., Crehan, K., Babbitt, B., & Pierce, T.
Year: 
2003
The study compared the effectiveness of concrete-representational-abstract (CRA) and representational-abstract (RA) instructional sequences in teaching mathematics to middle- school students with mild to moderate disabilities. Students in the CRA group used concrete manipulatives and students in the RA group used representational drawings. Participating students received 10 scripted mathematics lessons in either the CRA or RA approach.
Type: 
Research
Common Core State Standards: 
Model with Mathematics
Reason Abstractly
Use Appropriate Tools Strategically
Instructional Strategies: 
Modeling
Visual Representations
Supporting Struggling Students: 
Differentiation

What's New on POWERUP?

Use Technology Tools to Support Formative Assessment!

How can technology tools support teachers in their use of formative assessment across different subject areas to better serve the needs of struggling students? Read our new blog post to learn about how technology tools for formative assessment can help you better personalize instruction to meet the needs of your students.