Using CRA to Teach Algebra to Students with Math Difficulties in Inclusive Settings

By Bradley Witzel. 2005

164 citations recorded by the source corpus.

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Citations in the corpus

Using Virtual Manipulative Instruction to Teach the Concepts of Area and Perimeter to Secondary Students With Learning Disabilities (2015, background): “To date, seven studies exist in peer-reviewed publications investigating concrete manipulatives with secondary students with a learning disability (Butler et al., 2003; Cass, Cates, Smith, & Jackson, 2003; Maccini & Hughes, 2000; Maccini & Ruhl, 2000; Strickland & Maccini, 2013; Witzel, 2005; Witzel”
Evidence–Based Practices: Applications of Concrete Representational Abstract Framework across Math Concepts for Students with Mathematics Disabilities (2016, unknown): “…(Butler, Miller, Crehan, Babbit, & Pierce, 2003; Jordan, Miller, & Mercer, 1999; Witzel & Riccomini, 2009), algebra (Strickland & Maccini, 2013; Witzel, 2005; Witzel & Riccomini, 2009), and other math concepts to students with MD (U.S. Department of Education, Ofﬁce of Special Education…”
Algebra Progress Monitoring and Interventions for Students with Learning Disabilities (2008, methodology): “For example, Witzel and his colleagues (Witzel, 2005; Witzel, Mercer, & Miller, 2003) have used researcher-designed manipulatives (string, cups, toothpicks) for the concrete phase and simple drawings of the same materials for the represen tational phase. Witzel et al. (2003) worked with 10 gen eral ”
Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools. NCEE 2009-4060. (2009, background): “Witzel, Mercer, and Miller (2003). use manipulatives in the initial stages strategically and then scaffold instruction to the abstract level.”
Using the Concrete-Representational-Abstract Sequence to Teach Subtraction With Regrouping to Students at Risk for Failure (2010, methodology): “Witzel (2005) further compared CRA algebra instruction to algebra instruction using numbers only.”
A Follow–Up of Mathematics Interventions for Secondary Students with Learning Disabilities (2007, background): “…Crehan, Babbitt, & Pierce, 2003; Cass, Cates, Smith, & Jackson, 2003; Maccini & Hughes, 2000; Maccini & Ruhl, 2000; Witzel, Mer-cer, & Miller, 2003; Witzel, 2005); (3) cognitive strategy instruction involving planning (Joseph & Hunter, 2001; Naglieri & Johnson, 2000); (4) schema-based instruction…”
The Concrete–Representational–Abstract Approach for Students With Learning Disabilities: An Evidence-Based Practice Synthesis (2018, background): “Indicators disqualifying a group comparison design study included no IOA data (Peterson, Mercer, & O’Shea, 1988), inability to calculate effect size for students with learning disabilities (Miller & Kaffar, 2011), and a lack of fidelity of implementation (Witzel, 2005; refer to Table 2).”