Author ORCID Identifier
https://orcid.org/0000-0001-8234-6037
Date Available
8-1-2024
Year of Publication
2024
Document Type
Doctoral Dissertation
Degree Name
Doctor of Philosophy (PhD)
College
Education
Department/School/Program
Educational, School, and Counseling Psychology
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
Recommended Citation
Ebner, Sara, "Combining the Concrete Representational Abstract Framework and Video Modeling to Increase Basic Addition Skills Among First Grade Students" (2024). Theses and Dissertations--Educational, School, and Counseling Psychology. 117.
https://uknowledge.uky.edu/edp_etds/117
Included in
Disability and Equity in Education Commons, Early Childhood Education Commons, Elementary Education Commons, Science and Mathematics Education Commons
