Using the Concrete Representational Abstract (CRA) Instructional Framework for Mathematics with Students with Emotional and Behavioral Disorders

Autor/inn/en	Peltier, Corey; Vannest, Kimberly J.
Titel	Using the Concrete Representational Abstract (CRA) Instructional Framework for Mathematics with Students with Emotional and Behavioral Disorders
Quelle	In: Preventing School Failure, 62 (2018) 2, S.73-82 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2017.1354809
Schlagwörter	Mathematics Instruction; Elementary School Mathematics; Emotional Disturbances; Behavior Disorders; Teaching Methods; Team Teaching; Grade 2; Mathematical Concepts; Concept Formation; Regular and Special Education Relationship; Special Education Teachers; Fractions; Problem Solving; Manipulative Materials; Abstract Reasoning; Case Studies + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Gefühlsstörung; Teaching method; Lehrmethode; Unterrichtsmethode; Teamteaching; School year 02; 2. Schuljahr; Schuljahr 02; Concept learning; Begriffsbildung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Bruchrechnung; Problemlösen; Hilfsmittel; Abstraktes Denken; Denken; Case study; Fallstudie; Case Study
Abstract	Mr. Buxton is a perplexed elementary mathematics teacher. He co-teaches a second-grade classroom, with Ms. Snyder. In their classroom they have 25 students; five are identified as academically at risk, and three receive special education services. In the past Mr. Buxton successfully used an instructional approach consisting of (a) modeling, (b) guided practice, (c) independent practice, and (d) formative assessment. Currently, students are struggling to subtract two- and three-digit numbers requiring regrouping. The co-teacher, Ms. Snyder, suggests that the students need more visuals and concrete examples during instruction.Mrs. Zampelli teaches third grade in a general education classroom. She has support from the special education teacher and a paraeducator who provide consultation and instructional coaching. Of the 18 students in her class, nine have Individual Education Programs. The special education teacher, Mr. Ortiz, provides great suggestions to make learning "hands-on." However, the concept of fractions and specifically comparing fractions with like numerators or denominators causes problems every year. Both teachers emphasize multiple representations (e.g., fraction cubes, fraction circles, fraction bars, number lines) of the concepts. Students are able to solve problems when working with manipulatives but struggle to solve problems in the abstract. Leading teammates suggest a more structured framework for incorporating manipulatives and representations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01