Using the concrete–representational–abstract sequence to teach math skills to a student with autism spectrum disorder in a general education classroom.
Objective: This study aims to determine the effectiveness of the concrete-representational-abstract (CRA) sequence presented by the explicit instruction in teaching the skills of basic addition and subtraction, building tens-and-ones to a student with special needs in a general education classroom....
| Publicado en: | International Journal of Developmental Disabilities Vol. 70; no. 8; pp. 1398 - 1410 |
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| Autores principales: | , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Dec2024
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| Acceso en línea: | Ver este registro en EBSCOhost |