A Comparison of Concrete-Representational-Abstract and Concrete-Representational-Abstract-Integrated Fraction Interventions for Students with Disabilities
Stephanie Morano, Margaret M. Flores, Vanessa Hinton, Jillian Meyer
Abstract
This study compares the effects of a concrete-representational-abstract (CRA) intervention against a modified CRA-Integrated (CRA-I) intervention using a pretest-posttest design with random assignment of matched pairs to intervention conditions. The researchers designed both interventions to improve participants’ understanding of and ability to apply unit fraction and fraction equivalence concepts. Participants were 28 fifth and sixth graders with disabilities. Results indicate that CRA and CRA-I both led to similarly large pre-to-post performance gains (ES = .95 on posttest and .80 on a fraction number line estimation test).
Topics & Concepts
Fraction (chemistry)Psychological interventionPsychologyIntervention (counseling)Equivalence (formal languages)Learning disabilityTest (biology)Mathematics educationDevelopmental psychologyMathematicsBiologyDiscrete mathematicsChemistryPsychiatryPaleontologyOrganic chemistryCognitive and developmental aspects of mathematical skillsBehavioral and Psychological StudiesReading and Literacy Development