The Effects of Concrete to Semiconcrete to Abstract Instruction in the Acquisition and Retention of Fraction Concepts and Skills

Authors

  • LuAnn Jordan
  • M. David Miller
  • Cecil D. Mercer

Abstract

The purpose of this investigation was to compare the effects of concrete to semiconcrete to abstract (CSA) instruction in fraction concepts and skills to the effects of instruction that was based on textbook curriculum. A repeated measures analysis of variance (ANOVA) with one between subject factor (treatmentversus control) and one within subject factor (performance over time) was computed to determine whether any significant differences were present among the levels of the experimental treatments. At each posttest measure, treatment and control groups differed significantly in achievement in fraction concepts and skills. Students who were taught fraction concepts and skills in aCSA sequence performed significantly better on each of the three pasttest measures than students taught with textbook curriculum. The results of this investigation provide practical implications for classroom instruction and future research.

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Issue

Vol. 9 No. 3 (1998)

Section

Articles

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