Using the concrete–representational–abstract sequence to teach math skills to a student with autism spectrum disorder in a general education classroom-Reference-Cited by-同舟云学术

Using the concrete–representational–abstract sequence to teach math skills to a student with autism spectrum disorder in a general education classroom

Published:2023-02-17 Issue: Volume: Page:1-12
ISSN:2047-3869
Container-title:International Journal of Developmental Disabilities
language:en
Short-container-title:International Journal of Developmental Disabilities

Author:

Kaya Sultan¹^ORCID,Yildiz Nevin Guner²^ORCID

Affiliation:

1. Research Institute for Individuals with Disabilities, Anadolu University, Eskisehir, Turkey

2. Department of Special Education, Eskisehir Osmangazi University, Eskisehir, Turkey

Publisher

Informa UK Limited

Subject

Psychiatry and Mental health,Developmental and Educational Psychology

Link

https://www.tandfonline.com/doi/pdf/10.1080/20473869.2023.2180539

Reference30 articles.

1. Evidence-Based Practices: Applications of Concrete Representational Abstract Framework across Math Concepts for Students with Mathematics Disabilities

2. Carmack, C. M. 2011. Investigating the effect of addition with regrouping strategy instruction among elementary students with learning disabilities. PhD. University of Nevada.

3. Issues and Challenges for Middle School Mathematics Teachers in Inclusion Classrooms

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