구체적-반구체적-추상적 단계(CSA) 교수가 지적장애 학생의 덧셈 연산 능력에 미치는 효과 = The Effects of CSA-Based Instruction on the Addition Ability of Students with Intellectual Disabilities

다국어 초록 (Multilingual Abstract)

Purpose: The purpose of this study was to investigate the effects of instruction based on the Concrete–Semi-concrete–Abstract (CSA) sequence on enhancing the addition ability of students with intellectual disabilities. Method: The participant was one male elementary school student diagnosed with an intellectual disability. A multiple probe design across tasks was employed to rigorously verify the effectiveness of the intervention. Results: The CSA-based instruction was effective in significantly improving the participant’s addition ability. Specifically, performance improved rapidly across all addition tasks, including single-digit addition with sums up to 5, sums up to 9, and single-digit addition with regrouping for sums up to 15, compared to the baseline phase. Furthermore, the acquired addition skills were maintained even after the intervention was withdrawn, and they generalized effectively to word problem tasks. Conclusion and Discussion: These findings demonstrate that CSA-based instruction is a highly effective instructional strategy for teaching addition to students with intellectual disabilities. The study suggests that structured, sequential instruction should be systematically incorporated into mathematics education for this population.