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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.
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]
Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd 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.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Teaching rational number concepts to fifth graders using the concrete-representational-abstract-integrated sequence.
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  Data: <searchLink fieldCode="DE" term="%22Elementary+schools%22">Elementary schools</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Rational+numbers%22">Rational numbers</searchLink>
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  Data: 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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  Data: <i>Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd 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.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00220671.2025.2469852
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        Text: English
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              Text: 2025
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