THE EFFECTIVENESS OF CONCRETE-REPRESENTATIONAL-ABSTRACT INSTRUCTION STRATEGIES IN THE INSTRUCTION OF FRACTIONS TO STUDENTS WITH LEARNING DISABILITIES
Bibliographic record
Abstract
The present study aimed to determine the effectiveness of the concrete-representational-abstract instruction strategies employed in the direct instruction of fractions to students with learning disabilities. Furthermore, the generalization of the instruction to different settings and tools, the follow-up data for one and three weeks after the instruction, and the social validity data based on the views of the mothers on concrete-representational-abstract instruction strategies were analyzed. In the study, the inter-behavioral multiple probe model with a probe stage, a single-subject research model, was employed. The dependent variable was the level of identification of proper, half and quarter fractions by the participating students in the study, while the independent variable was the concrete-representational-abstract introduction strategies implemented with the direct instruction method. The study was conducted with three male students with learning disabilities, who resided in Izmir and attended an inclusive primary school. The study findings demonstrated that the concrete-representational-abstract instruction strategies were effective in the instruction of proper, half and quarter fractions to the students with learning disabilities, these skills acquired by the students could be permanent for one to three weeks after the instruction, and all students could generalize these skills to various settings and instruments, and the views of the mothers on concrete-representational-abstract instruction strategies were positive.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0968/a.php" alt="Hit counter" /></p>
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".