Using Data to Learn about Concrete-Semiconcrete-Abstract Instruction for Students with Math Disabilities.

Miller, Susan Peterson; Mercer, Cecil D.

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Peer reviewed

ERIC Number: EJ468824

Record Type: Journal

Publication Date: 1993

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0938-8982

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Using Data to Learn about Concrete-Semiconcrete-Abstract Instruction for Students with Math Disabilities.

Miller, Susan Peterson; Mercer, Cecil D.

Learning Disabilities Research and Practice, v8 n2 p89-96 Spr 1993

Nine students (ages 7 to 11) with math disabilities were effectively taught using an instructional sequence that moved from the concrete to the semiconcrete to the abstract. Subjects needed between three and seven lessons using manipulative devices and pictures before being able to do abstract-level problems. (Author/DB)

Descriptors: Abstract Reasoning, Concept Formation, Elementary Education, Instructional Effectiveness, Learning Disabilities, Mathematics Instruction, Remedial Instruction, Sequential Learning, Teaching Methods

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: Researchers; Practitioners

Language: English

Sponsor: N/A

Authoring Institution: N/A

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Author Affiliations: N/A