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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 …
Preservice Teachers' Procedural And Conceptual Understanding Of Fractions And The Effects Of Inquiry-Based Learning On This Understanding, Hope Marchionda
Preservice Teachers' Procedural And Conceptual Understanding Of Fractions And The Effects Of Inquiry-Based Learning On This Understanding, Hope Marchionda
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ABSTRACT Non-negative rational numbers play a major role in the K-8 curriculum and continue to permeate mathematics content through high school and college in all strands of mathematics. The difficulty that both students and teachers encounter with these concepts is well documented in the literature. This study looked at preservice teacher knowledge and how an alternative means of instruction might improve their conceptual understanding of fractions. To accomplish this task, the study took place in two stages over the course of two semesters. During the first stage, preservice teachers' conceptual and procedural knowledge of fractions and their associated algorithms were …