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

1 online resource (140 pages) : PDF

2013

University of North Carolina at Charlotte

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.

doctoral dissertations

Special education
Education

Ph.D.

Common Core State Standards
CRA
Mild Intellectual Disability
Transition

Special Education

Test, David

Wood, Charles
Pugalee, David
Gilmore, David

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

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