01864nam a22002057a 4500 20240508122837.0 240508b |||||||| |||| 00| 0 eng d 0022-0671 Flores, Margaret M. Teaching rational number concepts and skills to students receiving tier two interventions (Journal Article) USA : Taylor and Francis Group ,2023 206-215p. The Journal of Educational Research Volume 116, 2023 - Issue 4, 2023 ***______{For Hard Copy, Please visit Library.}________*** Abstract: The current study investigated the effects of the concrete-representational-abstract integrated sequence (CRA-I) for teaching fifth grade students receiving tier two interventions within a multi-tiered system of support (MTSS). The research questions addressed the following: the extent to which students’ rational number skills changed as a result receiving CRA-I, the extent to which students receiving CRA-I decreased their fraction estimation error, the extent to which students receiving CRA-I and their teachers perceived it to be socially valid, and the extent to which students who received CRA-I intervention maintained their performance two months after instruction. Using a quasi-experimental design with randomly assigned matched pairs, researchers taught 11 students using CRA-I and compared their performance to 11 of their peers in a comparison group who waited to receive intervention. The researchers found a significant difference in performance favoring the CRA-I group. The implications of the results will be discussed. Elementary| mathematics| MTSS| rational numbers Hinton, Vanessa M. | Shadoan, Laura | Monroe, Callye https://doi.org/10.1080/00220671.2023.2248046 REF 0 0 0 0 RIEBPL RIEBPL 2024-05-08 0 2024-05-08 12:28:52 2024-05-08 REF 45820 45819