Evidence-Based Practices: Applications of Concrete Representational Abstract Framework across Math Concepts for Students with Mathematics Disabilities

被引：77
作者：
Agrawal, Jugnu [1 ]
Morin, Lisa L. [2 ]
机构：
[1] George Mason Univ, Coll Educ & Human Dev, Fairfax, VA 22030 USA
[2] Old Dominion Univ, Norfolk, VA 23529 USA
来源：
LEARNING DISABILITIES RESEARCH & PRACTICE | 2016年 / 31卷 / 01期
关键词：
LEARNING-DISABILITIES; TEACHING SUBTRACTION; STRATEGY INSTRUCTION; SECONDARY STUDENTS; SEQUENCE; PERFORMANCE; MULTIPLICATION; INTERVENTION; COMPUTATION; KNOWLEDGE;
D O I：
10.1111/ldrp.12093
中图分类号：
G76 [特殊教育];
学科分类号：
040109 ;
摘要：
Students with mathematics disabilities (MD) experience difficulties with both conceptual and procedural knowledge of different math concepts across grade levels. Research shows that concrete representational abstract framework of instruction helps to bridge this gap for students with MD. In this article, we provide an overview of this strategy embedded within the explicit instruction framework. We highlight effective practices for each component of the framework across different mathematical strands. Implications for practice are also discussed and a detailed case study is provided.
引用
收藏
页码：34 / 44
页数：11
相关论文
共 63 条
[11]  
Cotter J., 2000, TEACHING CHILDREN MA, V7, P108
[12]  
Cramer K., 2009, Rational Number Project: Initial fraction ideas
[13]   Explicit Mathematics Instruction: What Teachers Can Do for Teaching Students With Mathematics Difficulties [J].
Doabler, Christian T. ;
Fien, Hank .
INTERVENTION IN SCHOOL AND CLINIC, 2013, 48 (05) :276-285
[14]  
Englard L., 2010, Teaching Children Mathematics, V17, P156, DOI [10.5951/TCM.17.3.0156, DOI 10.5951/TCM.17.3.0156]
[15]  
Flores MM, 2014, EDUC TRAIN AUTISM DE, V49, P547
[16]   Teaching Multiplication with Regrouping to Students with Learning Disabilities [J].
Flores, Margaret M. ;
Hinton, Vanessa M. ;
Schweck, Kelly B. .
LEARNING DISABILITIES RESEARCH & PRACTICE, 2014, 29 (04) :171-183
[17]   Teaching Subtraction and Multiplication with Regrouping Using the Concrete-Representational-Abstract Sequence and Strategic Instruction Model [J].
Flores, Margaret M. ;
Hinton, Vanessa ;
Strozier, Shaunita D. .
LEARNING DISABILITIES RESEARCH & PRACTICE, 2014, 29 (02) :75-88
[18]   Teaching Subtraction With Regrouping to Students Experiencing Difficulty in Mathematics [J].
Flores, Margaret M. .
PREVENTING SCHOOL FAILURE, 2009, 53 (03) :145-152
[19]   Using the Concrete-Representational-Abstract Sequence to Teach Subtraction With Regrouping to Students at Risk for Failure [J].
Flores, Margaret M. .
REMEDIAL AND SPECIAL EDUCATION, 2010, 31 (03) :195-207
[20]   The effects of strategic counting instruction, with and without deliberate practice, on number combination skill among students with mathematics difficulties [J].
Fuchs, Lynn S. ;
Powell, Sarah R. ;
Seethaler, Pamela M. ;
Cirino, Paul T. ;
Fletcher, Jack M. ;
Fuchs, Douglas ;
Hamlett, Carol L. .
LEARNING AND INDIVIDUAL DIFFERENCES, 2010, 20 (02) :89-100
1234567