ERIC Number: EJ1043915
Record Type: Journal
Publication Date: 2014-Nov
Abstractor: As Provided
Teaching Multiplication with Regrouping to Students with Learning Disabilities
Flores, Margaret M.; Hinton, Vanessa M.; Schweck, Kelly B.
Learning Disabilities Research & Practice, v29 n4 p171-183 Nov 2014
The Common Core Standards require demonstration of conceptual knowledge of numbers, operations, and relations between mathematical concepts. Supplemental instruction should explicitly guide students with specific learning disabilities (SLD) in these skills. In this article, we illustrate implementation of the concrete-representational-abstract (CRA) sequence and the Strategic Instruction Model (SIM) for teaching multiplication with regrouping to students with SLD. CRA combined with SIM has been shown to be effective in teaching computation for students with SLD, specifically for developing conceptual understanding. Four elementary students with SLD participated in this study. The researchers used a multiple-probe design to show a functional relation. Students demonstrated increases in computational fluency; skills were maintained and generalized.
Descriptors: Mathematics Instruction, Multiplication, Teaching Methods, Academic Standards, Mathematical Concepts, Learning Disabilities, Computation, Concept Formation, Elementary School Students, Elementary School Mathematics, Maintenance, Generalization
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: email@example.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A