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This study investigated the effects of teaching middle school students with mathematics disabilities equivalent fraction concepts and procedures using the concrete–representational–abstract (CRA) instructional sequence or the representational–abstract (RA) instructional sequence. Twenty–six students formed the CRA group, and 24 students formed the RA group. The two treatment groups received carefully sequenced instruction over 10 lessons. The only difference between the two treatment groups was that the CRA group used concrete manipulative devices for the first three lessons while the RA group used representational drawings. Analyses of the data indicated that students in both treatment groups improved overall in their understanding of fraction equivalency from pretest to posttest. On all achievement measures, students in the CRA group had overall higher mean scores than did students in the RA group. Implications for classroom instruction and suggestions for further research are discussed.
Butler et al. (Thu,) studied this question.