Abstract
It is critical that elementary students develop understanding of fractional numbers because understanding concepts such as fraction magnitude predict later mathematics success. Representing fractions in multiple ways assists students in developing a sense of fraction magnitude. A systematic approach to presenting multiple representations is the concrete-representational-abstract (CRA) sequence. A potential problem with implementation of CRA in a general education classroom is time. The purpose of the current study was to investigate the effects of an integrated CRA fraction intervention. Twenty-eight fifth-grade students received instruction from their mathematics teacher as a tier two MTSS intervention. The researchers measured students’ understanding of fraction magnitude using a pretest and posttest. The researchers also compared the students’ mathematics achievement to that of their matched peers on the State Assessment.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
