Effects of a Graduated Instructional Sequence on the Algebraic Subtraction of Integers by Secondary Students with Learning Disabilities

By P. Maccini, K. Ruhl. 2000

133 citations recorded by the source corpus.

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Citations in the corpus

Self–Regulation and Mathematics Instruction (2007, methodology): “Maccini’s model is an instructional strategy using a graduated teaching sequence moving from the concrete to semiconcrete to abstract representations and solutions with problems involving addition, subtraction, multiplication, and division of integers (Maccini & Hughes, 2000; Maccini & Ruhl, 2000).”
Effects of Manipulative Instruction on Solving Area and Perimeter Problems by Students with Learning Disabilities (2003, methodology): “…was effective in teaching place value skills (Peterson et al., 1988), word-problem-solving skills (Huntington, 1994; Maccini & Hughes, 2000; Maccini & Ruhl, 2000; Marsh & Cooke, 1996; Witzel, 2001), computation skills (Funkhouser, 1995; Mercer & Miller, 1992; Miller et al., 1998; Miller et…”
Effectiveness of mathematical word problem solving interventions for students with learning disabilities and/or mathematics difficulties: A meta-analysis. (2016, background): “Further, students with LD and MD also evidence deficits in domain-specific basic mathematics skills (e.g., calculation, fact fluency), and specific problem-solving skills (e.g., problem representation, metacognition, self-regulation) (Andersson, 2008; Desoete et al., 2003; Maccini & Ruhl, 2001).”
Using Virtual Manipulative Instruction to Teach the Concepts of Area and Perimeter to Secondary Students With Learning Disabilities (2015, background): “…academic challenges can range from basic skills acquisition (Algozzine, O’Shea, Crews, & Stoddard, 1987; Geary, 2004) to higher level thinking, such as developing and applying problem-solving skills (Geary, 2004; Huntington, 1994; Maccini & Hughes, 2000; Maccini & Ruhl, 2000; Witzel, 2001).”
Graphic Organizers Applied to Secondary Algebra Instruction for Students with Learning Disorders (2007, unknown): “…Miller, & Mercer, 1995; Marzola, 1987; Miller & Mercer, 1993; Miller, Mercer, & Dillon, 1992; Peterson, Mercer, & O’Shea, 1988), as well as more advanced mathematics skills such as subtracting integers (Maccini & Ruhl, 2000), and the transformation of equations (Witzel, Mercer, & Miller, 2003).”
A Follow–Up of Mathematics Interventions for Secondary Students with Learning Disabilities (2007, background): “Similar to the results of the STAR strategy study by Maccini and Ruhl (2000), students were better able to generalize skills from the intervention to similar tasks and less successful at transferring skills and successfully completing more complex problem-solving tasks.”
Using the Concrete–Representational–Abstract Sequence with Integrated Strategy Instruction to Teach Subtraction with Regrouping to Students with Learning Disabilities (2012, methodology): “Some of the previous CRA studies (Harris et al., 1995; Maccini & Hughes, 2000; Maccini & Ruhl, 2000; Mercer & Miller, 1992; Miller & Kaffar, 2011; Morin & Miller, 1998) integrated strategy instruction into the CRA sequence to facilitate the transition between representational instruction and…”
Using Evidence–Based Practices to Build Mathematics Competence Related to Conceptual, Procedural, and Declarative Knowledge (2007, unknown): “Speciﬁcally, it has be used to teach algebra skills (Huntington, 1995; Maccini & Hughes, 2000; Maccini & Ruhl, 2000; Witzel, Mercer, & Miller, 2003), basic math facts (Mercer & Miller, 1992), coin sums (Miller, Mercer, & Dillon, 1992), fractions (Butler et al., 2003; Jordan, Miller, & Mercer,…”
Evaluating Reading and Mathematics Instruction for Students With Learning Disabilities (2015, background): “Teaching cognitive strategies (e.g., Search the word problem, Translate the problem, Answer the problem, Review the solution; Maccini & Ruhl, 2000) can help students to remember and recall the problem-solving process (Maccini, Strickland, Gagnon, & Malmgren, 2008).”
Organizing and Delivering Empirically Based Literacy Instruction to Incarcerated Youth (2005, background): “Students with LD or with deficiencies in mathematics have difficulty acquiring and generalizing computational skills and solving problems at more abstract, higher levels of mathematics (Maccini & Ruhl, 2000; Miles & Forcht, 1995).”
Preparing Students with Disabilities for Algebra (2001, background): “…steps effective in math instruction of students with learning disabilities: modeling the task, providing guided and independent practice, frequent reviews, and corrective and positive feedback (Maccini et al., 1999; Maccini & Hughes, 2000; Maccini & Ruhl, 2000; Mercer & Miller, 1992; see Figure 4).”
Using the Concrete-Representational-Abstract Sequence to Teach Subtraction With Regrouping to Students at Risk for Failure (2010, methodology): “This sequence has been used to teach algebraic subtraction of integers (Maccini & Ruhl, 2000) and algebraic transformation equations (Witzel et al., 2003).”
Evidence–Based Practices: Applications of Concrete Representational Abstract Framework across Math Concepts for Students with Mathematics Disabilities (2016, methodology): “…for teaching addition and subtraction (Miller & Kaffar, 2011), multiplication(Morin& Miller, 1998), fractions (Butler et al., 2003), and integers (Maccini & Ruhl, 2000) using the CRA framework, students demonstrated substantial gains in their word problem solving skills in addition to solving…”