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

Author: 
Witzel, B. S., Mercer, C. D., & Miller, M. D.
Year: 
2003
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.
Source: 
Learning Disabilities Research & Practice, 18(2), 121–131
Type: 
Research
Common Core State Standards: 
Reason Abstractly

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