Teaching algebra to students with learning difficulties: An investigation of an explicit instruction model

Witzel, B. S., Mercer, C. D., & Miller, M. D.
The study examined the effectiveness of an explicit concrete-to-representational-to-abstract (CRA) sequence of instruction. Participating students were randomly assigned to the CRA treatment group or the comparison group, which used traditional instruction for teaching algebraic transformation equations.
Common Core State Standards: 
Reason Abstractly

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