Teaching rational number concepts to fifth graders using the concrete-representational-abstract-integrated sequence.
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| Title: | Teaching rational number concepts to fifth graders using the concrete-representational-abstract-integrated sequence. |
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| Authors: | Flores, Margaret M., Hinton, Vanessa M., Sanchez, Victoria M., Kohnke, Shalece, Lee, Jihyun, Podemski, Margaret O., Burdette, Madeline G. |
| Source: | Journal of Educational Research. 2025, Vol. 118 Issue 3, p268-280. 13p. |
| Subjects: | Elementary schools, Mathematics, Descriptive statistics, Rational numbers |
| Geographic Terms: | United States |
| Abstract: | This study investigated the effects of rational number instruction using the concrete-representational-abstract integrated sequence (CRA-I). At a public elementary school in the southeastern United States, researchers recruited students who demonstrated deficits in rational number knowledge and skills. They matched student pairs based on benchmark mathematics scores and randomly assigned members of each pair to conditions. The researchers taught 10 students using CRA-I and compared their performance to 10 of their peers on assessments of fraction magnitude, fraction and decimal operations and translation of fractions to decimals. The researchers found a significant difference between the performance of students who received CRA-I instruction and their peers in the wait control group, and the effect size was strong (g = 4.44, 95% CI [2.78, 6.09]). After the CRA-I group received instruction, the researchers taught students in the wait control group. Descriptive statistics demonstrated that the wait control group's performance improved after instruction. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This study investigated the effects of rational number instruction using the concrete-representational-abstract integrated sequence (CRA-I). At a public elementary school in the southeastern United States, researchers recruited students who demonstrated deficits in rational number knowledge and skills. They matched student pairs based on benchmark mathematics scores and randomly assigned members of each pair to conditions. The researchers taught 10 students using CRA-I and compared their performance to 10 of their peers on assessments of fraction magnitude, fraction and decimal operations and translation of fractions to decimals. The researchers found a significant difference between the performance of students who received CRA-I instruction and their peers in the wait control group, and the effect size was strong (g = 4.44, 95% CI [2.78, 6.09]). After the CRA-I group received instruction, the researchers taught students in the wait control group. Descriptive statistics demonstrated that the wait control group's performance improved after instruction. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00220671 |
| DOI: | 10.1080/00220671.2025.2469852 |
