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Fraction Instruction For Students With Disabilities: Comparing Two Teaching Sequences, Frances Mary Butler

UNLV Retrospective Theses & Dissertations

This study investigated the effects of teaching middle-school students with mild to moderate disabilities equivalent fraction concepts and procedures using the concrete-representational-abstract (CRA) instructional sequence or the representational-abstract (RA) instructional sequence. Twenty-six students formed the CRA group, and twenty-four students formed the RA group, while sixty-five eighth-grade students without disabilities served as a contrast group. The two treatment groups received carefully sequenced instruction over ten lessons. The only difference between the two treatment groups was that the CRA group used concrete manipulative devices for the first three lessons while the RA group used representational drawings. The eighth-grade contrast group received …