The Effects of Concrete to Semiconcrete to Abstract Instruction in the Acquisition and Retention of Fraction Concepts and Skills.

Jordan, LuAnn; Miller, M. David; Mercer, Cecil D.

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Peer reviewed

ERIC Number: EJ594987

Record Type: CIJE

Publication Date: 1999

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-1046-6819

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The Effects of Concrete to Semiconcrete to Abstract Instruction in the Acquisition and Retention of Fraction Concepts and Skills.

Jordan, LuAnn; Miller, M. David; Mercer, Cecil D.

Learning Disabilities: A Multidisciplinary Journal, v9 n3 p115-22 Fall 1998-Win 1999

A study of 125 elementary students with and without learning disabilities compared effects of concrete to semiconcrete to abstract (CSA) instruction in fraction concept and skills to instruction that was based on textbook curriculum. Students taught fraction concepts and skills in a CSA sequence performed significantly better. (Author/CR)

Descriptors: Elementary Education, Elementary School Mathematics, Fractions, Instructional Effectiveness, Learning Disabilities, Mathematics, Mathematics Education, Mathematics Instruction, Teaching Methods, Textbooks

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A