| Summary: | 碩士 === 臺北市立大學 === 特殊教育學系身心障礙教育教學碩士學位班(夜) === 102 === This study examined the teaching efficiency of concrete-representational-abstract (CRA) instructional sequence in the equivalent fraction concepts for learning-disabled students. The experiments with multiple across-subjects and multiple-probe designs of the single subject research approach were conducted by utilizing the concrete-representational-abstract (CRA) instructional sequence to three high-grade students with learning disabilities in the primary school. The aim of this paper was to evaluate immediate and maintainable effectiveness of the equivalent fraction concepts in terms of visual analyses, observations and interviews.
The consequences of this research were as follows:
1. The accuracy of problem-solving of the concrete-representational-abstract (CRA) instructional sequence in the equivalent fraction concepts has immediate efficiency.
2. The accuracy of problem-solving of the concrete-representational-abstract (CRA) instructional sequence in the equivalent fraction concepts has maintainable efficiency.
3. The validity of problem-solving of the concrete-representational-abstract (CRA) instructional sequence in the equivalent fraction concepts can be enhanced in the flexible thinking ability, drawing ability and unitize ability, particularly in the flexible thinking ability.
4. Learning attitude of the concrete-representational-abstract (CRA) instructional sequence in the equivalent fraction concepts can be improved.
Above all, the suggestions of practical teaching and future relevant researches will be discussed further.
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