Rational_Number_Data_Flores_2023

The current study investigated the effects of the concrete-representational-abstract integrated sequence (CRA-I) for teaching fifth grade students receiving tier two interventions within a multi-tiered system of support (MTSS). The researchers revised intervention materials from Flores et al. (2018) into 16 CRA-I lessons and used a quasi-experimental design using random assignment of matched pairs of fifth grade students. One group received CRA-I intervention and the second group did not. To address ethical concerns related to the use of a comparison group, the researchers provided intervention to the second group after the CRA-I group received intervention and reported the comparison group’s results with descriptive data. The researchers used the following questions to guide the study; one was answered using statistical analysis, and the other three were addressed using descriptive data. Do students receiving CRA-I intervention perform differently on a measure of rational number skills as compared to students who do not? To what extent do students receiving CRA-I intervention decrease their fraction estimation error as compared to students who do not? To what extent do students receiving CRA-I instruction and their teachers perceive it to be socially valid? To what extent do students who receive CRA-I intervention maintain their performance two months after instruction?