000			01518nam a2200181 4500
003			OSt
005			20241220124944.0
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100			_aMargaret M. Flores
245			_aTeaching Rational Number Concepts to Fifth-Grade Students Who Struggle With Mathematics
300			_aP.292-304
520			_aThis study’s purpose was to examine the effects of the concrete-representational-abstract integrated (CRA-I) sequence on the performance of students who struggled with rational number concepts. Three students in southeastern U.S. fifth grade class participated in the study. The CRA-I intervention was grounded in the principles of explicit instruction and showed rational number concepts related to fractions and decimals using fraction blocks, number lines, base 10 blocks, and coins. Students learned about unit fractions, fraction magnitude, fraction equivalence, addition of fractions with unlike denominators, equivalent decimals, and notation of fractions as decimals. The researchers used a multiple probe across behaviors design and demonstrated a functional relation between CRA-I and three behaviors: decreased fraction estimation error, accuracy in adding fractions with unlike denominators, and accuracy writing fractions as decimals.
654			_aamthematics _ainstruction _asingle case design
700			_a Vanessa M. Hinton
773	0		_0125281 _9110834 _dNew Delhi _oJP432 _tRemedial and Special Education _x0741-9325
942			_cJA
942			_2ddc
999			_c130712 _d130712