Identifying concrete-representational-abstract instruction as an evidence-based practice in teaching mathematics to individuals with special needs

Basit Öğe Kaydı
dc.authorid0000-0002-7012-4151en_US
dc.authorid0000-0002-0734-6974en_US
dc.authorid0000-0002-1143-1207en_US
dc.contributor.authorÜnlü, Özge Özlü
dc.contributor.authorArslanoğlu, Aslin
dc.contributor.authorYıkmış, Ahmet
dc.date.accessioned2023-08-18T10:28:54Z
dc.date.available2023-08-18T10:28:54Z
dc.date.issued2022en_US
dc.departmentBAİBÜ, Eğitim Fakültesi, Özel Eğitim Bölümüen_US
dc.description.abstractIntroduction: This study aimed to evaluate whether Concrete-Representational-Abstract (CRA) teaching practices adopted in teaching mathematical skills to individuals with special needs were evidence-based. Method: In this study, the analysis processes of the studies published in national and international sources between 1980 and 2020 were completed in line with descriptive analysis standards and standards for being evidence-based. As a result of the first search, a total of 52 studies were reached. Of these studies, 21 studies that met the inclusion criteria were included in the descriptive analysis process. Afterward, these studies were evaluated methodologically by considering the quality indicators for single-subject research designs. Seventeen studies that met all the quality indicators were included in the visual and meta-analysis process. Findings: According to the descriptive analysis results, it was observed that studies were mostly conducted between 2011 and 2019 and were often carried out on children with specific learning disabilities. Concerning methodological characteristics, it was seen that the multiple probe design across participants was frequently used as the research design, and subtraction with regrouping problem-solving skills in the field of problem-solving and multiplication skills in the field of four operations skills were included as dependent variables. The CRA strategy is observed to be often presented by the direct instruction method and supported by the RENAME strategy. Graphical analysis was used in all the studies reviewed. However, statistical analyses were not included in all studies. When the findings regarding evidence-based evaluation were examined, a positive effect was observed in 16 out of 17 studies meeting all the quality indicators. In meta-analysis studies, the results of PND and Tau-U effect size analysis are detailed under the Results heading. Discussion: These results demonstrate that CRA instruction is an evidence-based practice. The results obtained were discussed in line with the literature, and recommendations were made to researchers and intervention agents.en_US
dc.identifier.citationÖzlü Ünlü, Ö., Arslanoğlu, A., & Yıkmış, A. (2022). Identifying concrete-representational-abstract instruction as an evidence-based practice in teaching mathematics to individuals with special needs. Ankara University Faculty of Educational Sciences Journal of Special Education.en_US
dc.identifier.doi10.21565/ozelegitimdergisi.938438
dc.identifier.endpage960en_US
dc.identifier.issn1304-7639
dc.identifier.issn2149-8261
dc.identifier.issue4en_US
dc.identifier.startpage931en_US
dc.identifier.urihttp://dx.doi.org/10.21565/ozelegitimdergisi.938438
dc.identifier.urihttps://hdl.handle.net/20.500.12491/11575
dc.identifier.volume23en_US
dc.identifier.wosWOS:000893214100010en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.institutionauthorYıkmış, Ahmet
dc.language.isoenen_US
dc.publisherAnkara Univ, Fac Educational Sciencesen_US
dc.relation.ispartofAnkara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi-Ankara University Faculty of Educational Sciences Journal of Special Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectIndividuals with Special Needsen_US
dc.subjectMathematical Skillsen_US
dc.subjectEvidence Based Practiceen_US
dc.subjectMeta-Analysisen_US
dc.subjectSinglesubject Researchen_US
dc.subjectMiddle School Studentsen_US
dc.titleIdentifying concrete-representational-abstract instruction as an evidence-based practice in teaching mathematics to individuals with special needsen_US
dc.typeArticleen_US

Dosyalar

Orijinal paket
Listeleniyor 1 - 1 / 1
Küçük Resim
İsim:
özge-özlü-ünlü.pdf
Boyut:
1.17 MB
Biçim:
Adobe Portable Document Format
Açıklama:
Tam metin/Full text
İndir
Lisans paketi
Listeleniyor 1 - 1 / 1
Küçük Resim Yok
İsim:
license.txt
Boyut:
1.44 KB
Biçim:
Item-specific license agreed upon to submission
Açıklama:
İndir

Koleksiyon

WoS İndeksli Yayınlar Koleksiyonu
Özel Eğitim Bölümü Koleksiyonu