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The Effects of Explicit Instruction with Manipulatives on the Fraction Skills of Students with Autism

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dc.contributor.advisor Baker, Pamela H.
dc.contributor.author Agrawal, Jugnu
dc.creator Agrawal, Jugnu en_US
dc.date.accessioned 2013-08-09T15:36:32Z
dc.date.available 2013-08-09T15:36:32Z
dc.date.issued 2013 en_US
dc.identifier.uri https://hdl.handle.net/1920/8199
dc.description.abstract This single-subject multiple-baseline across participants study was designed to investigate the effects of explicit instruction with manipulatives on the conceptual and procedural knowledge of addition and subtraction of like and unlike fractions of elementary school students with autism. This study included six 8- to 12-year-old students with mild to moderate autism who demonstrated math difficulties.
dc.format.extent 237 pages en_US
dc.language.iso en en_US
dc.rights Copyright 2013 Jugnu Agrawal en_US
dc.subject Special education en_US
dc.subject Mathematics en_US
dc.subject Elementary education en_US
dc.subject Autism en_US
dc.subject Explicit Instruction en_US
dc.subject Fractions en_US
dc.subject Manipulatives en_US
dc.subject Mathematics en_US
dc.subject Single-subject research methodology en_US
dc.title The Effects of Explicit Instruction with Manipulatives on the Fraction Skills of Students with Autism en_US
dc.type Dissertation en
thesis.degree.level Doctoral en
thesis.degree.discipline Education en
thesis.degree.grantor George Mason University en


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