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ERIC Number: EJ797683
Record Type: Journal
Publication Date: 2005-Sep
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1937-6928
Using CRA to Teach Algebra to Students with Math Difficulties in Inclusive Settings
Witzel, Bradley S.
Learning Disabilities: A Contemporary Journal, v3 n2 p49-60 Sep 2005
The importance of algebra instruction has increased in the United States in the past few years. Thus, in most states, middle school students are required to take Algebra 1. Middle school students with math difficulties in inclusion algebra settings may require a different instructional approach. The purpose of this research was to compare student achievement in solving linear algebraic functions across two procedural approaches: a multisensory algebra model using a concrete-to-representational-to-abstract sequence of instruction (CRA) and a repeated abstract explicit instruction model. Out of 231 students who participated, the students who learned through the CRA model scored significantly higher on the post- and follow-up test. The success of the CRA model was consistent for students with a history of low, medium, and high math achievement. Implications of this model and possibilities for future research are discussed. (Contains 3 tables and 2 figures.)
Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldam.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
What Works Clearinghouse Reviewed: Meets Evidence Standards with Reservations
IES Cited: ED504995; ED504264