Abstract:

Geometry is a very important area of mathematical education, as it is present in everyday life and in the perception of the space around us. Acquiring geometric knowledge and skills is a major challenge for students with attention difficulties. The present study examined the degree to which the use of the Concrete-Representational-Abstract (CRA) representation sequence facilitates the acquisition and retention of knowledge concerning geometric shapes by students with Attention Deficit Hyperactivity Disorder (ADHD). Participants were 30 Greek students with ADHD attending the sixth grade of primary school. The instructional intervention through which these students were supported was based on the principles of Systematic Explicit Instruction. The study used the quasi-experimental within-subjects research design. In order to establish the impact of the CRA sequence, researcher-made assessments were applied before and after the instructional intervention. According to the obtained results there was statistically significant improvement in participants’ performance regarding: distinguishing examples and non examples of geometric shapes, drawing shapes of given dimensions and identifying shapes’ properties. The improvement was obvious also in a follow-up examination. Results are discussed with regard to the cognitive and learning profiles of students with ADHD and the extent to which multiple representations accommodate the needs of these students for kinesthetic actions and a gradual transition to abstract geometrical thinking.

Keywords:

Geometric shapes, instructional intervention, multiple representations, Attention Deficit Hyperactivity Disorder.