Using the Concrete-Representational-Abstract Sequence to Teach Conceptual Understanding of Place Value, Rounding, and Expanded Notation

Autor/inn/en	Milton, Jessica H.; Flores, Margaret M.; Hinton, Vanessa M.; Dunn, Caroline; Darch, Craig B.
Titel	Using the Concrete-Representational-Abstract Sequence to Teach Conceptual Understanding of Place Value, Rounding, and Expanded Notation
Quelle	In: Learning Disabilities Research & Practice, 38 (2023) 1, S.15-25 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Flores, Margaret M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/ldrp.12299
Schlagwörter	Grade 3; Students with Disabilities; Learning Disabilities; Intervention; Mathematics Instruction; Concept Formation; Number Concepts; Equations (Mathematics); Elementary School Mathematics + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Mathematics lessons; Mathematikunterricht; Concept learning; Begriffsbildung; Number concept; Zahlbegriff; Equations; Mathematics; Gleichungslehre; Elementare Mathematik; Schulmathematik
Abstract	This study investigated the effects of a place value intervention with third-grade students with learning disabilities. The intervention added content to a research-based intervention using the concrete-representational-abstract (CRA) sequence. The added content reflected current mathematics standards for third grade. Students' place value understanding was measured using probes in which students had to identify the value of each digit within a three-digit number, round three-digit numbers to the nearest 10 or 100, and write three equations showing an expanded form of a three-digit number. A single-case, multiple-probe-across-students design showed a functional relation between CRA and completion of items requiring place value understanding. Students completed a generalization task by estimating the sum of a given equation. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01