This study investigated the effects of teaching middle school students with mathematics disabilities equivalent fraction concepts and procedures using the concrete-representational-abstract (CRA) instructional sequence or the representational-abstract (RA) instructional sequence. Twenty-six students formed the CRA group, and 24 students formed the RA group. The two treatment groups received carefully sequenced instruction over 10 lessons. The only difference between the two treatment groups was that the CRA group used concrete manipulative devices for the first three lessons while the RA group used representational drawings. Analyses of the data indicated that students in both treatment groups improved overall in their understanding of fraction equivalency from pretest to posttest. On all achievement measures, students in the CRA group had overall higher mean scores than did students in the RA group. Implications for classroom instruction and suggestions for further research are discussed.

This article discusses current knowledge about teaching problem solving to students with learning disabilities (LD), using computers for teaching math to students with LD, and using computers for teaching problem solving to students with learning problems. Building upon identified effective learning strategies, direct instruction procedures, and principles of effective instructional design, the case is presented for the use of hypermedia in helping students with learning disabilities to improve their mathematics problem-solving abilities. Specific ideas and suggestions for applying hypermedia to cognitive strategy instruction and the graduated word problem sequence are given. Several cautions regarding hypermedia use are presented.

Carlos, a student with a learning disability, failed two classes his first semester at college before seeking help from the disability resource center.

In recent years, numerous reports have called for reform in American education in general and mathematics education in particular (e.g., Leitzel[1991]; NCTM [1991]; National Research Council [1989, 1990, 1991]). One suggested reform is revamping the curriculum to include mathematics more relevant to society and student current needs. In addition to changing the curriculum. these report have recommended changes in the method used to teach the curriculum. Among the suggested changes in methodology are an increased use of technology and opponunities for students to connect mathematical ideas.

Recounts ways to enhance mathematics instruction with hypermedia authoring software