Assessing the efficacy of the concrete-representational-abstract instructionalsequence in teaching basic addition facts to students with mild intellectualdisability
| dc.authorid | 0000-0002-9801-4085 | |
| dc.authorid | 0000-0003-0770-5145 | |
| dc.contributor.author | Nar, Salih | |
| dc.contributor.author | Batu, Emine Sema | |
| dc.date.accessioned | 2025-01-09T08:06:53Z | |
| dc.date.available | 2025-01-09T08:06:53Z | |
| dc.date.issued | 2024 | |
| dc.department | Fakülteler, Eğitim Fakültesi, Özel Eğitim Öğretmenliği Bölümü | |
| dc.description.abstract | 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. | |
| dc.identifier.citation | 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. | |
| dc.identifier.doi | 10.1080/20473869.2024.2442781 | |
| dc.identifier.endpage | 14 | |
| dc.identifier.issn | 2047-3877 | |
| dc.identifier.startpage | 1 | |
| dc.identifier.uri | https://hdl.handle.net/20.500.12415/13219 | |
| dc.language.iso | en | |
| dc.publisher | Taylor & Francis Group | |
| dc.relation.ispartof | International Journal of Developmental Disabilities | |
| dc.relation.publicationcategory | Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı | |
| dc.rights | info:eu-repo/semantics/openAccess | |
| dc.subject | Mild İntellectual Disability | |
| dc.subject | Concrete–Representational–Abstract | |
| dc.subject | Mathematics | |
| dc.subject | Manipulatives | |
| dc.subject | Basicaddition Facts | |
| dc.title | Assessing the efficacy of the concrete-representational-abstract instructionalsequence in teaching basic addition facts to students with mild intellectualdisability | |
| dc.type | Article | |
| dspace.entity.type | Publication |
