JOURNAL ARTICLE

Teaching Rational Number Concepts to Fifth-Grade Students Who Struggle With Mathematics.

  • Published In: Remedial & Special Education, 2024, v. 45, n. 5. P. 292 1 of 3

  • Database: Academic Search Ultimate 2 of 3

  • Authored By: Flores, Margaret M.; Hinton, Vanessa M.; Schweck, Kelly B. 3 of 3

Abstract

This study examined the effects of the concrete-representational-abstract integrated (CRA-I) instructional sequence on fifth-grade students struggling with rational number concepts, including fractions and decimals, within a multitiered system of supports (MTSS) framework. Three students receiving tier three mathematics interventions participated in one-on-one CRA-I instruction using manipulatives such as fraction blocks, number lines, base ten blocks, and coins to teach fraction magnitude, equivalence, addition of fractions with unlike denominators, and decimal notation. Results demonstrated a functional relation between CRA-I instruction and improved fraction estimation accuracy, fraction addition skills, and decimal identification, with students showing gradual but meaningful gains over five weeks. The study highlights CRA-I's potential for efficiently developing conceptual and procedural knowledge in rational numbers, though limitations include the small sample size, one-on-one delivery, and use of researchers as instructors, suggesting the need for further research in naturalistic, group-based MTSS settings.

Additional Information

  • Source:Remedial & Special Education. 2024/10, Vol. 45, Issue 5, p292
  • Document Type:Article
  • Subject Area:Education
  • Publication Date:2024
  • ISSN:0741-9325
  • DOI:10.1177/07419325231217315
  • Accession Number:179737778
  • Copyright Statement:Copyright of Remedial & Special Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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