Teaching Algebra to Students with Learning Difficulties: An Investigation of an Explicit Instruction Model

By Bradley S. Witzel, C. Mercer, M. D. Miller. 2003

272 citations recorded by the source corpus.

Subfields: Education, Modeling and Simulation, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/28e3013664ece45c27f631442de2289b8572ad4c

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Citations in the corpus

Integrating Reform–Oriented Math Instruction in Special Education Settings (2007, unknown): “Although important research in special education has uncovered effective strategies for improving the math achievement of students with MLD in computation (e.g., Cawley, Parmar, Yan, & Miller, 1998; Cawley, Parmar, Foley, Salmon, & Roy, 2001; Witzel, Mercer, & Miller, 2003) and problem solving (e.”
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).”
Using Virtual Manipulative Instruction to Teach the Concepts of Area and Perimeter to Secondary Students With Learning Disabilities (2015, background): “However, only four of these studies measured the effectiveness of manipulatives for secondary students to learn advanced mathematical concepts, such as those found in algebra and geometry (Cass et al., 2003; Maccini & Ruhl, 2000; Witzel, 2005; Witzel et al., 2003).”
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,…”
Reaching the Mountaintop: Addressing the Common Core Standards in Mathematics for Students with Mathematics Difficulties (2013, methodology): “Witzel et al. (2003) compared an algebra intervention using a concrete-representational-abstract (CRA) sequence against traditional algebra instruction over an entire school year.”
Concrete-Pictorial-Abstract: Surveying its origins and charting its future (2015, background): “…addition, a number of other studies have provided evidence of positive effect of using CRA on low achievers in the area of fractions (Butler et al., 2003), word problems (Maccini & Hughes, 2000), simple linear functions (Witzel, 2003), and advanced linear functions (Witzel, Mercer, & Miller, 2003).”
A Follow–Up of Mathematics Interventions for Secondary Students with Learning Disabilities (2007, background): “Witzel et al. (2003) compared the CSA sequence to traditional instruction for teaching complex algebra equations to middle school students.”