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Direct linkKim, Sun A.; Wang, Peishi; Michaels, Craig A. – Reading & Writing Quarterly, 2015
This article investigates the effects of fraction word problem-solving instruction involving explicit teaching of the concrete-representational-abstract sequence with culturally relevant teaching examples for 3 low-performing Asian immigrant English learners who spoke a language other than English at home. We used a multiple probe design across…
Descriptors: Direct Instruction, Mathematics Instruction, Mathematics, Word Problems (Mathematics)
