Author ORCID Identifier

https://orcid.org/0000-0001-8234-6037

Date Available

8-1-2024

Year of Publication

2024

Degree Name

Doctor of Philosophy (PhD)

Document Type

Doctoral Dissertation

College

Education

Department/School/Program

Educational, School, and Counseling Psychology

First Advisor

Dr. Kathleen Aspiranti

Abstract

Proficiency in mathematics is fundamental for academic success and is linked to numerous skills that are essential for success in the real-world. Despite its importance, many students struggle with math, leading to nationwide declines in math proficiency. This decline highlights the need for effective interventions that are accessible, able to be individualized, and feasible for implementation across settings. In the present study, a single case multiple probe across participants design was used to assess the efficacy of a concrete-representational-abstract (CRA) framework with video modeling intervention on the basic addition problem-solving accuracy of three first-grade students. Results show that participants’ accuracy improved and was maintained over time. The CRA with video modeling intervention offers a promising approach to address math difficulties. Further research is needed to explore its application across various mathematical concepts and educational contexts. Overall, this study contributes valuable insights to the field of math education and intervention, providing evidence for the efficacy of the CRA with video modeling for enhancing basic addition skills.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2024.280

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