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ERIC Number: EJ881836
Record Type: Journal
Publication Date: 2010
Pages: 13
Abstractor: As Provided
Reference Count: 22
ISBN: N/A
ISSN: ISSN-0741-9325
Using the Concrete-Representational-Abstract Sequence to Teach Subtraction with Regrouping to Students at Risk for Failure
Flores, Margaret M.
Remedial and Special Education, v31 n3 p195-207 2010
This study investigated the effects of the concrete-representational-abstract (CRA) instructional sequence on the subtraction performance of students identified as at-risk for mathematics failure. Although the CRA sequence has been demonstrated as effective for teaching a variety of mathematical skills and processes its effects when used to teach subtraction with regrouping have not been studied. This study examined the effects of CRA instruction on elementary students' fluency in computing subtraction problems with regrouping in the tens place as well as regrouping in both the tens and hundreds places. The study also investigated the effects of CRA instruction on students' maintenance of regrouping skills. A multiple probe across students with embedded changing behaviors design was employed. A functional relation between CRA instruction and subtraction with regrouping was demonstrated across all students. The results and their implications are discussed further. (Contains 1 table and 6 figures.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A