Assessing the efficacy of the concrete-representational-abstract instructionalsequence in teaching basic addition facts to students with mild intellectualdisability
Yükleniyor...
Tarih
2024
Yazarlar
Nar, Salih
Batu, Emine Sema
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Taylor & Francis Group
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Objectives: To assess the efficacy, maintenance, and applicability of the concrete-representa-tional-abstract (CRA) instructional sequence in teaching basic addition facts to students withmild intellectual disabilities, focusing on the evolving nature of commutative properties.Methods: Three students with mild intellectual disabilities, aged between 8 and 11 wererecruited for participation in the research. A multiple-probe design with probe trials across par-ticipants was conducted.Results: The results show a functional relation between the CRA instructional sequence and theacquisition of basic addition by students with mild intellectual disabilities. Furthermore, the stu-dents demonstrated the ability to sustain this skill one to two weeks later and to generalise itto scenarios reflecting commutative properties (3 þ 2 ¼ ? instead of 2 þ 3 ¼ ?). Conclusions: The implications for both practical application and further research pertaining tothe CRA instructional sequence were deliberated upon in this study.
Açıklama
Anahtar Kelimeler
Mild İntellectual Disability, Concrete–Representational–Abstract, Mathematics, Manipulatives, Basicaddition Facts
Kaynak
International Journal of Developmental Disabilities
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Nar, S. ve Batu, E. S. (2024). Assessing the efficacy of the concrete-representational-abstract instructionalsequence in teaching basic addition facts to students with mild intellectualdisability, International Journal of Developmental Disabilities, Taylor & Francis Group, s.1-14.
