The Effects of the Concrete-Representational-Abstract Integration Strategy on the Ability of Students with Learning Disabilities to Multiply Linear Expressions within Area Problems

Autor/inn/en	Strickland, Tricia K.; Maccini, Paula
Titel	The Effects of the Concrete-Representational-Abstract Integration Strategy on the Ability of Students with Learning Disabilities to Multiply Linear Expressions within Area Problems
Quelle	In: Remedial and Special Education, 34 (2013) 3, S.142-153 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932512441712
Schlagwörter	Learning Disabilities; Multiplication; Mathematics Skills; Secondary School Mathematics; Algebra; Concept Formation; Mathematical Concepts; Generalization; Problem Solving; Instructional Effectiveness; Academic Standards; Males; Secondary School Students; Teaching Methods; Instructional Materials; State Standards; Response to Intervention; District of Columbia; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Multiplikation; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Concept learning; Begriffsbildung; Problemlösen; Unterrichtserfolg; Male; Männliches Geschlecht; Sekundarschüler; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmaterial; Lehrmittel; Unterrichtsmedien
Abstract	We examined the effects of the Concrete-Representational-Abstract Integration strategy on the ability of secondary students with learning disabilities to multiply linear algebraic expressions embedded within contextualized area problems. A multiple-probe design across three participants was used. Results indicated that the integration of the concrete manipulatives, sketches of manipulatives, and abstract notation with the support of a graphic organizer (i.e., expansion box) was an effective strategy to improve students’ conceptual understanding and procedural fluency of multiplying two linear expressions. Furthermore, participants generalized the algebraic material to novel problem tasks and maintained performance up to 6 weeks following intervention. (Contains 4 figures and 2 tables.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10