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Using Manipulative-Based Instructional Sequences to Increase the Understanding of Fractional Concepts of Students with Mathematical Learning Disabilities

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Bibliographic Details
Title: Using Manipulative-Based Instructional Sequences to Increase the Understanding of Fractional Concepts of Students with Mathematical Learning Disabilities
Language: English
Authors: Kathryn Lavin Brave (ORCID 0000-0002-6806-4145), Izzy Berman, Debita Basu, Alexis Szkotak
Source: TEACHING Exceptional Children. 2025 57(5):368-378.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 11
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Teaching Methods, Manipulative Materials, Fractions, Mathematical Concepts, Concept Formation, Students with Disabilities, Learning Disabilities, Mathematical Logic, Mathematics Instruction, Computation
DOI: 10.1177/00400599241231228
ISSN: 0040-0599
2163-5684
Abstract: Manipulative-based instructional sequences have proven to be successful with students with disabilities. However, instruction must not only support the acquisition of conceptual and procedural knowledge but also build on students' strengths. This article describes how teachers can use manipulative-based instructional sequences to support the fractional understanding of students who are diagnosed with mathematical learning disabilities. We begin by describing common misconceptions that may affect students' abilities to reason with and calculate fractions. We then explain how teachers can use a concrete-semi-concrete representational-abstract (CRA) model to plan and implement lessons that maximize learning and minimize frustration. Readers are also provided with detailed descriptions of how teachers can assess fraction knowledge, reinforce conceptual understanding, and promote procedural fluency.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1475234
Database: ERIC
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Description
Abstract:Manipulative-based instructional sequences have proven to be successful with students with disabilities. However, instruction must not only support the acquisition of conceptual and procedural knowledge but also build on students' strengths. This article describes how teachers can use manipulative-based instructional sequences to support the fractional understanding of students who are diagnosed with mathematical learning disabilities. We begin by describing common misconceptions that may affect students' abilities to reason with and calculate fractions. We then explain how teachers can use a concrete-semi-concrete representational-abstract (CRA) model to plan and implement lessons that maximize learning and minimize frustration. Readers are also provided with detailed descriptions of how teachers can assess fraction knowledge, reinforce conceptual understanding, and promote procedural fluency.
ISSN:0040-0599
2163-5684
DOI:10.1177/00400599241231228