Literaturnachweis - Detailanzeige
| Autor/inn/en | Flores, Margaret M.; Hinton, Vanessa M.; Shadoan, Laura; Monroe, Callye |
|---|---|
| Titel | Teaching Rational Number Concepts and Skills to Students Receiving Tier Two Interventions |
| Quelle | In: Journal of Educational Research, 116 (2023) 4, S.206-215 (10 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Flores, Margaret M.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0671 |
| DOI | 10.1080/00220671.2023.2248046 |
| Schlagwörter | Mathematics Instruction; Teaching Methods; Number Concepts; Multi Tiered Systems of Support; Elementary School Students; Grade 5; Mathematics Skills; Fractions |
| Abstract | The current study investigated the effects of the concrete-representational-abstract integrated sequence (CRA-I) for teaching fifth grade students receiving tier two interventions within a multi-tiered system of support (MTSS). The research questions addressed the following: the extent to which students' rational number skills changed as a result receiving CRA-I, the extent to which students receiving CRA-I decreased their fraction estimation error, the extent to which students receiving CRA-I and their teachers perceived it to be socially valid, and the extent to which students who received CRA-I intervention maintained their performance two months after instruction. Using a quasi-experimental design with randomly assigned matched pairs, researchers taught 11 students using CRA-I and compared their performance to 11 of their peers in a comparison group who waited to receive intervention. The researchers found a significant difference in performance favoring the CRA-I group. The implications of the results will be discussed. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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