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, J. (2013). Effects of Concrete-Representational-Abstract Sequence of Instruction on Solving Equations using Inverse Operations with High School Students with Mild Intellectual Disability. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

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 students ability to solve equations using inverse operations. Students were also able to maintain the skills learned up to four weeks post-intervention. Implications for practice and recommendations for future research are described.

Details
Author

Cease-Cook, Jennifer

Title

Effects of Concrete-Representational-Abstract Sequence of Instruction on Solving Equations using Inverse Operations with High School Students with Mild Intellectual Disability

Physical Description

1 online resource (140 pages) : PDF

Date

2013

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

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 students ability to solve equations using inverse operations. Students were also able to maintain the skills learned up to four weeks post-intervention. Implications for practice and recommendations for future research are described.

Genre

doctoral dissertations

Subjects--Topics

Special education
Education

Degree

Ph.D.

Keywords

Common Core State Standards
CRA
Mild Intellectual Disability
Transition

Subject Area

Special Education

Advisor(s)

Test, David

Committee Members

Wood, Charles
Pugalee, David
Gilmore, David

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2013.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

CeaseCook_uncc_0694D_10492

Permalink

http://hdl.handle.net/20.500.13093/etd:1689