ABSTRACT

This study compares the effects of a concrete-representational-abstract (CRA) intervention against a modified CRA-Integrated (CRA-I) intervention using a pretest-posttest design with random assignment of matched pairs to intervention conditions. The researchers designed both interventions to improve participants’ understanding of and ability to apply unit fraction and fraction equivalence concepts. Participants were 28 fifth and sixth graders with disabilities. Results indicate that CRA and CRA-I both led to similarly large pre-to-post performance gains (ES = .95 on posttest and .80 on a fraction number line estimation test).

中文翻译：

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残障学生具体代表摘要和具体代表摘要分数干预的比较

摘要

这项研究使用前测后测设计，将匹配对随机分配给干预条件，比较了混凝土代表性抽象（CRA）干预与改良的CRA集成（CRA-I）干预的效果。研究人员设计了两种干预措施，以提高参与者对单位分数和分数等价概念的理解和应用的能力。参与者是28位五年级和六年级的残疾学生。结果表明，CRA和CRA-1都导致了类似的大幅度的前后性能提升（后期测试中ES = 0.95，分数线估计测试中ES  = 0.80）。