The current study investigated the effects of the concrete-representational-abstract integrated (CRA-I) sequence to teach rounding and number decomposition. Five students in third grade participated; two students were eligible for services under the category of learning disabilities, and three students were at risk of having learning disabilities and received Tier 3 interventions through a multi-tiered system of supports. Students learned the two place value skills using an explicit and systematic presentation of the following models: base ten blocks, pictures, number lines, and abstract numbers and symbols. The students learned a procedural strategy for rounding after they used physical and pictorial models. The researchers used a multi-probe single-case research design and assessed both maintenance and generalization. There was a functional relation between CRA-I and place value skills, and students varied in their maintenance of skills 6 weeks after instruction as well as in generalization.

中文翻译：

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使用具体-表征-抽象综合教学序列教授位值


目前的研究调查了具体-表征-抽象整合 （CRA-I） 序列对教授四舍五入和数字分解的影响。五年级的五名学生参加了;两名学生有资格获得学习障碍类别下的服务，三名学生有患有学习障碍的风险，并通过多层支持系统接受了第 3 层干预。学生通过明确和系统地介绍以下模型来学习两个位值技能：以 10 为基数的块、图片、数字线以及抽象的数字和符号。学生们在使用物理和图形模型后学习了一种四舍五入的程序策略。研究人员使用多探针单案例研究设计，并评估了维持和泛化。CRA-I 和位置价值技能之间存在功能关系，学生在教学后 6 周的技能保持以及泛化方面存在差异。