The Effects of the Concrete–Representational–Abstract Integration Strategy on the Ability of Students With Learning Disabilities to Multiply Linear Expressions Within Area Problems

Strickland, Tricia K.; Maccini, Paula

doi:10.1177/0741932512441712

Cited by 53 publications

(119 citation statements)

References 12 publications

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“…However, findings for two of their three students showed fluctuating results during a maintenance phase, whereas the findings from this study show clear and sustained understanding of the algebraic concepts taught. Present results are in agreement with previous research (i.e., Strickland & Maccini, 2013;Witzel, 2005;Witzel et al, 2003) showing concrete manipulatives to be highly effective tools in teaching algebraic equations to students with a learning disability in mathematics, while now providing similar findings to support the use of virtual manipulatives for this population and task.…”

Section: Limitations and Future Directionssupporting

confidence: 94%

Comparing the Effectiveness of Virtual and Concrete Manipulatives to Teach Algebra to Secondary Students With Learning Disabilities

Satsangi

Bouck

Taber‐Doughty

et al. 2016

Learning Disability Quarterly

107

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A sizable body of literature exists studying various technologies and pedagogical practices for teaching secondary mathematics curriculum to students with a learning disability in mathematics. However, with the growing footprint of computer-based technologies in today's classrooms, some areas of study, such as the use of virtual manipulatives, lack sufficient exploration. Although concrete manipulatives were studied for many decades for students with a learning disability and are considered a best practice, the research base for virtual manipulatives is notably less. With a specific focus on algebraic instruction, this study sought to compare the benefits of both forms of manipulatives to assist secondary students with a learning disability in mathematics to solve single-variable linear equations using a single-subject alternating treatment design. Over the course of 30 sessions of intervention, three students exhibited over 90% average accuracy solving problems using both virtual and concrete manipulatives, while the concrete manipulative earned higher scores for two of the three students.

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Section: Limitations and Future Directionssupporting

confidence: 94%

Comparing the Effectiveness of Virtual and Concrete Manipulatives to Teach Algebra to Secondary Students With Learning Disabilities

Satsangi

Bouck

Taber‐Doughty

et al. 2016

Learning Disability Quarterly

107

View full text Add to dashboard Cite

show abstract

“…The most notable findings are as follows. First, the findings pertaining to sequential multiple representations particularly confirmed and extended the findings of prior studies (e.g., Carbonneau, Marley, & Selig, ; Cramer & Wyberg, ; Strickland & Maccini, ; Witzel, Riccomini, & Schneider, ) that have reported strong efficacy when using sequential multiple representations to teach various mathematics domains (e.g., fractions, decimals, problem‐solving). The use of multiple representations is also supported by national reports and standards recommending that teachers actively use multiple representations (NCTM, ).…”

Section: Discussionsupporting

confidence: 81%

A Systematic Analysis of Experimental Studies Targeting Fractions for Students with Mathematics Difficulties

Hwang

Riccomini

Hwang

et al. 2018

Learn Disabil Res Pract

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Developing an understanding of fractions is critical and is an educational focus, as reflected in national standards and principles. This study conducted a quantitative synthesis of 22 experimental studies to investigate the overall efficacy of previously conducted fraction interventions compared to standard instruction. Instruction type and achievement level were used to examine variations of the effect sizes. The results indicated that intervention was more effective than standard instruction only in problem‐solving domains, and the effects were differentiated by instruction type and achievement level. This study provides a diagnostic view of the current state of U.S. mathematics education on fractions, along with insights for future directions in fraction instruction, particularly focusing on students with mathematics difficulties. Educational implications and limitations are discussed.

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“…Three studies (Satsangi et al., 2016; Satsangi, Hammer, & Evmenova, 2018; Satsangi, Hammer, & Hogan, 2018) investigated solving equations and inequalities in one variable including equations with coefficients represented by letters (CCSSM HSA‐REI.B.3). Two studies (Strickland & Maccini, 2013a, 2013b) focused on multiplying two linear expressions to produce a quadratic expression (CCSSM HSA‐REI.B.4.A). In addition, Park and McLeod (2018) explored graphing linear equations and inequalities (CCSSM HAS‐REI.D.12; CCSSM HAS‐CED.A.2).…”

Section: Resultsmentioning

confidence: 99%

A Systematic Review of Interventions for Algebraic Concepts and Skills of Secondary Students with Learning Disabilities

Lee

Bryant

et al. 2020

Learn Disabil Res Pract

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Improving the algebraic concepts and skills of secondary school students with learning disabilities is critical for their success in college and in the job market. This research reviewed 12 studies to examine interventions for students with learning disabilities in relation to algebraic notions and competencies. The results indicate that in regard to the Common Core State Standards for Mathematics (CCSSM) Content Standards, the majority of the studies address linear equations and expressions, linear inequalities, and quadratic expressions; they show that following interventions, students' performance improved with respect to algebraic concepts and skills. The Tau-U and Hedges' g of the intervention effects computed were typically large or very large. The most commonly used instructional components in the interventions were multiple representations, a sequence and/or range of examples, and explicit instruction. Limitations and suggestions for future research are discussed.

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The Effects of the Concrete–Representational–Abstract Integration Strategy on the Ability of Students With Learning Disabilities to Multiply Linear Expressions Within Area Problems

Cited by 53 publications

References 12 publications

Comparing the Effectiveness of Virtual and Concrete Manipulatives to Teach Algebra to Secondary Students With Learning Disabilities

Comparing the Effectiveness of Virtual and Concrete Manipulatives to Teach Algebra to Secondary Students With Learning Disabilities

A Systematic Analysis of Experimental Studies Targeting Fractions for Students with Mathematics Difficulties

A Systematic Review of Interventions for Algebraic Concepts and Skills of Secondary Students with Learning Disabilities

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