Fraction Instruction for Students with Mathematics Disabilities: Comparing Two Teaching Sequences

By Frances M. Butler, S. Miller, K. Crehan, Beatrice C. Babbitt, Tom Pierce. 2003

254 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/5d076ccb930ce9c21bb51facc8985df68efa7360

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Citations in the corpus

Is Mathematical Representation of Problems an Evidence-Based Strategy for Students With Mathematics Difficulties? (2016, methodology): “In the other half of studies (i.e., Butler et al., 2003; Fuchs et al., 2008, 2009, 2013, 2014; Powell & Fuchs, 2010), teachers and students used both manipulative materials and visual models, with equally strong effects as for visuals only.”
Improving At-Risk Learners' Understanding of Fractions (2013, methodology): “…al us e of th e in di vi du al us er an d is no t to be di ss em in at ed br oa dl y. classes; and relied exclusively on experimental outcome measures, aligned with instruction (but see Butler et al., 2003, who included a commercial criterion-referenced measure in addition to experimental tasks).”
A Review of the Literature: Fraction Instruction for Struggling Learners in Mathematics (2011, methodology): “Only one study (see Table 1; Butler et al., 2003) incorporated subtests from a standardized measure as well as re-searcher developed subtests speciﬁc to the intervention.”
A Follow–Up of Mathematics Interventions for Secondary Students with Learning Disabilities (2007, background): “For instance, Butler et al. (2003) compared the effects of a CRA instructional sequence to a representational-abstract sequence (RA) only for teaching fractional equivalence concepts to 50 middle school students with mild/moderate disabilities.”
Evidence–Based Practices: Applications of Concrete Representational Abstract Framework across Math Concepts for Students with Mathematics Disabilities (2016, methodology): “In the studies conducted 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…”
Interventions to Improve Fraction Skills for Students With Disabilities: A Meta-Analysis (2019, methodology): “2; Butler et al., 2003) met QI 5.3 by articulating that implementation data were collected throughout the intervention. The most common approach to monitoring adherence fidelity was through a checklist of required lesson elements (e.g., Bouck et al., 2017; Test & Ellis, 2005). Kelly, Gersten, and Ca”
A Comparative Analysis of Number Sense Instruction in Reform-Based and Traditional Mathematics Textbooks (2007, background): “Further, a concrete to semiconcrete to symbolic representational sequence is known to promote learning of critical concepts for students at risk for mathematics disabilities ( Butler, Miller, Crehan, Babbitt, & Pierce, 2003; Miller & Mercer, 1993).”
Concreteness Fading in Mathematics and Science Instruction: a Systematic Review (2014, methodology): “Butler et al. (2003) compared a full CRA sequence to an RA sequence for teaching students with math disabilities about fractions.”
Error Analysis of Mathematical Word Problem Solving across Students with and without Learning Disabilities (2014, background): “…retrieval (Woodward & Montague, 2002), timed and untimed multiplication and division problems (Calhoon, Emerson, Flores, & Houchins, 2007), and even fraction equivalence problems (Butler, Miller, Crehan, Babbitt, & Pierce, 2003); clearly, all of these skills are based in computational proﬁciency.”
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”
Academic music: music instruction to engage third-grade students in learning basic fraction concepts (2012, background): “In turn, reform-based fraction instruction has shifted from more behavioral, procedurally driven, rule-based approaches to a more cognitive conceptual approach with emphasis on problem solving and reasoning (Butler et al., 2003; Woodward, Baxter & Robinson, 1999).”