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The Effects of Concrete-Representational-Abstract Sequence Instruction on Fractions for Chinese Elementary Students with Mathematics Learning Disabilities

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Abstract

Fractions are an important mathematical concept for elementary students. However, students with mathematics learning disabilities (MLD) struggle with learning fractions. Research has demonstrated that concrete-representational-abstract (CRA) instruction is an effective practice for students with learning and developmental disabilities. Here we investigated whether CRA instruction can support struggling learners’ understanding of fractions in China. Using a multiple probe across-students single-case design, we applied CRA instructions to 4 fourth-grade students with MLD. Results showed that CRA instruction improved students’ fraction proficiency. Limitations of the study, as well as implications on CRA instruction for elementary students with MLD in practice, are discussed.

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Notes

  1. Phase II was developed before the study was undertaken.

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Authors and Affiliations

  1. Faculty of Education, Beijing Normal University, Beijing, China

    Shudong Zhang & Jing Xiao

  2. Department of Psychology, The Ohio State University, Columbus, OH, USA

    Shuyuan Yu

  3. Faculty of Psychology, Beijing Normal University, Beijing, China

    Yunting Liu & Ting Jiang

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  1. Shudong Zhang
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  2. Shuyuan Yu
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  3. Jing Xiao
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  4. Yunting Liu
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  5. Ting Jiang
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Correspondence to Ting Jiang.

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The authors declare no competing interests.

Additional information

We would like to thank the Ministry of education of Humanities and Social Science General Project (20YJA880083) for funding this project. We would also like to thank administration, teachers, students, and parents who participated in our study.

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Zhang, S., Yu, S., Xiao, J. et al. The Effects of Concrete-Representational-Abstract Sequence Instruction on Fractions for Chinese Elementary Students with Mathematics Learning Disabilities. Int J of Sci and Math Educ 20, 1481–1498 (2022). https://doi.org/10.1007/s10763-021-10215-9

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