Teaching rational number concepts and skills to students receiving tier two interventions

Margaret M. Flores, Vanessa M. Hinton, Laura Shadoan and Callye Monroe

The Journal of Educational Research, 2023, vol. 116, issue 4, 206-215

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.

Date: 2023
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DOI: 10.1080/00220671.2023.2248046

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