The Effects of the Concrete-Representational-Abstract Sequence for Students at Risk for Mathematics Failure
Author:
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Link
http://link.springer.com/content/pdf/10.1007/s10864-018-09316-3.pdf
Reference37 articles.
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3. Burns, M. K., VanDerHeyden, A. M., & Jiban, C. L. (2006). Assessing the instructional level for mathematics: A comparison of methods. School Psychology Review,35, 401–418.
4. Butler, F. C., Miller, S. P., Crehan, K., Babbitt, B., & Pierce, T. (2003). Fraction instruction for students with mathematics disabilities: Comparing two teaching sequences. Learning Disabilities Research and Practice,18, 99–111.
5. Clements, D. H., Sarama, J., Spitler, M. E., Lange, A. A., & Wolfe, C. B. (2011). Mathematics learned by young children in an intervention based on learning trajectories: A large scale cluster randomized trial. Journal of Research in Mathematics Education,42, 127–166.
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