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Using the concrete–representational–abstract sequence to teach math skills to a student with autism spectrum disorder in a general education classroom

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dc.contributor.authorKAYA, SULTAN
dc.contributor.authorNevin GÜNER YILDIZ
dc.contributor.orcid0000-0002-7697-3242
dc.contributor.orcid0000-0002-9135-6429
dc.date.accessioned2025-11-13T10:28:11Z
dc.date.issued2023-02-17
dc.identifier.doihttps://doi.org/10.1080/20473869.2023.2180539
dc.identifier.endpage1409
dc.identifier.issn2047-3869
dc.identifier.issue8
dc.identifier.openalexW4321199646
dc.identifier.startpage1398
dc.identifier.urihttps://hdl.handle.net/11421/4247
dc.identifier.urihttps://doi.org/10.1080/20473869.2023.2180539
dc.identifier.volume70
dc.language.isoen
dc.relation.ispartofInternational Journal of Developmental Disabilities
dc.rightsopenAccess
dc.subjectPsychology
dc.subjectMathematics education
dc.subjectAutism
dc.subjectAutism spectrum disorder
dc.subjectSubtraction
dc.subjectSequence (biology)
dc.subjectSpecial education
dc.subjectPedagogy
dc.subjectDevelopmental psychology
dc.subjectArithmetic
dc.subjectMathematics
dc.subject.sdg4
dc.titleUsing the concrete–representational–abstract sequence to teach math skills to a student with autism spectrum disorder in a general education classroom
dc.typeArticle
dspace.entity.typePublication
local.authorid.openalexA5072170431

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