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The Effects Of Concrete-Representational-Abstract Sequenced Instruction On Struggling Learners Acquisition, Retention, And Self-Efficacy Of Fractions, Elizabeth Hughes
The Effects Of Concrete-Representational-Abstract Sequenced Instruction On Struggling Learners Acquisition, Retention, And Self-Efficacy Of Fractions, Elizabeth Hughes
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A growing body of research supports instructional strategies, such as concrete-representational-abstract (CRA) sequence, to teach mathematics to students at risk of failure, including those with disabilities. This study extends the current body of CRA research by analyzing the effects of CRA sequence of instruction on student achievement, and retention, and self-efficacy of performance on computations of fractions. Thirty-five students participated in this study. A series of repeated measures ANOVAs were performed to assess main effects and interaction effects for performance and self-efficacy of students in a control group who received traditional fractions instruction and a treatment group who received CRA …