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ERIC Number: EJ832474
Record Type: Journal
Publication Date: 2009
Pages: 8
Abstractor: As Provided
Reference Count: 26
ISSN: ISSN-1045-988X
Teaching Subtraction with Regrouping to Students Experiencing Difficulty in Mathematics
Flores, Margaret M.
Preventing School Failure, v53 n3 p145-152 Spr 2009
The author investigated the effects of the concrete-representational-abstract (CRA) instructional sequence on the computation performance of students with specific learning disabilities and students identified as at risk for failure in mathematics. Researchers have showed the CRA sequence to be effective for teaching basic mathematics facts, fractions, algebra, and place value. However, they have not studied its effects when it is used to teach subtraction with regrouping. Therefore, the author examined the effects of CRA instruction on elementary school students' fluency in computing subtraction problems with regrouping and maintaining these skills. The author used a multiple-probe-across-groups design and demonstrated a functional relation between CRA instruction and subtraction with regrouping across all students. The author discusses the results and implications. (Contains 1 table and 3 figures.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A