Using CRA-I to Teach Fraction and Decimal Concepts to Students with Learning Disabilities

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  • Author(s): Margaret M. Flores (ORCID Margaret M. Flores (ORCID 0000-0001-9684-3114); Vanessa M. Hinton; Kelly B. Schweck
  • Language:
    English
  • Source:
    Learning Disability Quarterly. 2024 47(1):44-58.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      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: [email protected]; Web site: https://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      15
    • Education Level:
      Elementary Education
      Grade 4
      Intermediate Grades
      Grade 6
      Middle Schools
    • Subject Terms:
      Elementary School Students; Grade 4; Grade 6; Students with Disabilities; Learning Disabilities; Mathematics Education; Academic Achievement; Learning Strategies; Fractions; Arithmetic; Teaching Methods; Student Behavior
    • Accession Number:
      10.1177/07319487231176545
    • ISSN:
      0731-9487
      2168-376X
    • Abstract:
      The purpose of this study was to investigate the effects of the concrete-representational-abstract--integrated (CRA-I) sequence on students with learning disabilities' performance when learning fraction and decimal concepts. Three elementary-level students in Grades 4 and 6 participated in a single-case multiple probe across behaviors study. The intervention involved explicit use of fraction blocks, coins, base ten blocks, number lines, pictures, and abstract symbols to teach unit fractions, fraction and decimal equivalence, addition of fractions with unlike denominators, and writing fractions as decimals. The researchers demonstrated a functional relation between CRA-I and three different behaviors related to fraction concepts: decreased error in estimating fraction magnitude, addition of unlike fractions, and writing fractions as decimals. The findings show promise in the use of CRA-I for teaching fraction concepts to students with learning disabilities.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1407429