This study’s purpose was to examine the effects of the concrete-representational-abstract integrated (CRA-I) sequence on the performance of students who struggled with rational number concepts. Three ...students in fifth grade participated in the study. The CRA-I intervention was grounded in the principles of explicit instruction and showed rational number concepts related to fractions and decimals using fraction blocks, number lines, base 10 blocks, and coins. Students learned about unit fractions, fraction magnitude, fraction equivalence, addition of fractions with unlike denominators, equivalent decimals, and notation of fractions as decimals. The researchers used a multiple probe across behaviors design and demonstrated a functional relation between CRA-I and three behaviors: decreased fraction estimation error, accuracy in adding fractions with unlike denominators, and accuracy writing fractions as decimals.
Early mathematics content that is taught in elementary school lays the foundation for students' advanced mathematics performance. Thus, researchers show it is important that pre-service elementary ...teachers build a strong background in numbers and operations, as well as efficacy beliefs in mathematics instruction. This study expands the literature in the investigation of pre-service teachers' efficacy beliefs and mathematical knowledge by making comparisons of pre-service elementary teachers' views of efficacy to their overall ability in computation skills. Results show that elementary pre-service teachers who demonstrated lower scores in efficacy beliefs also had significantly lower computation scores. Implications for teacher preparation are also discussed.
This study examined the effects of the concrete-representational-abstract integrated sequence (CRA-I) on teaching place value concepts and their application. The research questions addressed the ...extent to which CRA-I changed student performance in (a) completing equations that required subtraction with regrouping in the tens place, (b) completing equations that required subtraction with regrouping in the tens and hundreds place, (c) rounding three-digit numbers to the nearest ten or hundred, and (d) using multiple equations to decompose three-digit numbers. Four students in the fourth grade participated. Three students were eligible for services under learning disabilities (LD) or other health impairments (OHI); two students were English language learners. Employing a single-case multiple-probe-across-behaviors design, a functional relation was found between CRA-I and behaviors associated with number concepts. Implications will be discussed.
Teaching Fraction Magnitude to Elementary Students Flores, Margaret; Morano, Stephanie; Meyer, Jill ...
Journal of education for students placed at risk,
20/4/3/, Letnik:
27, Številka:
2
Journal Article
Recenzirano
It is critical that elementary students develop understanding of fractional numbers because understanding concepts such as fraction magnitude predict later mathematics success. Representing fractions ...in multiple ways assists students in developing a sense of fraction magnitude. A systematic approach to presenting multiple representations is the concrete-representational-abstract (CRA) sequence. A potential problem with implementation of CRA in a general education classroom is time. The purpose of the current study was to investigate the effects of an integrated CRA fraction intervention. Twenty-eight fifth-grade students received instruction from their mathematics teacher as a tier two MTSS intervention. The researchers measured students' understanding of fraction magnitude using a pretest and posttest. The researchers also compared the students' mathematics achievement to that of their matched peers on the State Assessment.
Early intervention is a system of services designed to strengthen child outcomes and build family capacity. One approach of service provision is the Routines-Based Model which implements ...adult-learning practices wherein service providers and caregivers partner to build family-mediated interventions for children. Owing to COVID-19 and the benefits of telepractice, more and more service providers are likely to incorporate a telepractice modality into service provision. Because the Routines-Based Model uses family consultation, these home-visiting practices translate well to telepractice. In addition to consultation techniques, however, service providers must use technology advantageously to ensure effective communication practices. This article discusses technology uses in telepractice that can be incorporated in the Routines-Based Model, Tele-Routines-Based Home Visits, and examples of Tele-Routines-Based Home Visits.
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).
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