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The Effects of Concrete-Representational-Abstract Sequence of Instruction on Solving Equations Using Inverse Operations with High School Students with Mild Intellectual Disability
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Cease-Cook, Jennifer Jo – ProQuest LLC, 2013
This study used a multiple probe across participants design to examine the effects of concrete-representational-abstract sequence of instruction on solving equations using inverse operations with high school students with mild intellectual disability. Results demonstrated a functional relation between the Abstract sequence of instruction and…
Descriptors: High School Students, Mild Intellectual Disability, Problem Solving, Equations (Mathematics)