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Direct linkFlores, Margaret M.; Hinton, Vanessa M. – Remedial and Special Education, 2022
As students develop understanding and fluency in single-digit operations such as addition, they develop sophisticated strategies and number sense (magnitude, number order, and composition). Deficits in number sense and reliance on inefficient approaches can lead to struggle in mathematics. Intervention research in this area reported effects on…
Descriptors: Mathematics Instruction, Teaching Methods, Intervention, Number Concepts
Flores, Margaret M.; Hinton, Vanessa M. – Beyond Behavior, 2022
The concrete-representational-abstract (CRA) sequence of instruction is an explicit methodology for teaching mathematics using multiple representations of concepts. Learning concepts through multiple representations fosters conceptual understanding and mathematical thinking. This article describes how a special education teacher used explicit CRA…
Descriptors: Mathematics Instruction, Elementary School Students, Emotional Disturbances, Behavior Disorders
Flores, Margaret M.; Hinton, Vanessa M.; Blanton, Erin Noelle – Learning Disability Quarterly, 2023
State standards include fluent use of standard computational algorithms. However, learning and using them require conceptual understanding of numbers and operations. Previous research using the concrete--representational--abstract (CRA) sequence has been effective in teaching computational algorithms to students at risk of and students with…
Descriptors: Mathematics Instruction, Multiplication, Distance Education, Students with Disabilities
Flores, Margaret M.; Hinton, Vanessa M.; Shadoan, Laura; Monroe, Callye – Journal of Educational Research, 2023
The current study investigated the effects of the concrete-representational-abstract integrated sequence (CRA-I) for teaching fifth grade students receiving tier two interventions within a multi-tiered system of support (MTSS). The research questions addressed the following: the extent to which students' rational number skills changed as a result…
Descriptors: Mathematics Instruction, Teaching Methods, Number Concepts, Multi Tiered Systems of Support
Hinton, Vanessa M.; Flores, Margaret M. – Journal of Behavioral Education, 2019
Students who have difficulty with mathematics may have trouble understanding underlying concepts of numbers and operations. The concrete-representational-abstract (CRA) instructional sequence of instruction provides a way for teachers to help students gain meaning from numbers and the mathematical concepts those numbers represent. This study…
Descriptors: Mathematics Education, Mathematical Concepts, Mathematics Instruction, Teaching Methods
Flores, Margaret M.; Hinton, Vanessa M. – Education and Treatment of Children, 2019
Recent multiplication with regrouping research shows that the combination of the concrete-representational-abstract (CRA) sequence and the Strategic Instruction Model (SIM) has been effective in several studies. More evidence is needed to demonstrate CRA-SIM's effectiveness across settings and students. Therefore, the purpose of this study was to…
Descriptors: Elementary School Students, Student Improvement, Multiplication, Mathematics Skills
Flores, Margaret M.; Hinton, Vanessa M.; Meyer, Jill M. – Remedial and Special Education, 2020
Understanding related to fraction concepts is a critical prerequisite for advanced study in mathematics such as algebra. Therefore, it is important that elementary students form conceptual and procedural understanding of fractional numbers, allowing for advancement in mathematics. The concrete-representational-abstract (CRA) instructional sequence…
Descriptors: Mathematics Instruction, Number Concepts, Fractions, Elementary School Mathematics
Milton, Jessica H.; Flores, Margaret M.; Hinton, Vanessa M.; Dunn, Caroline; Darch, Craig B. – Learning Disabilities Research & Practice, 2023
This study investigated the effects of a place value intervention with third-grade students with learning disabilities. The intervention added content to a research-based intervention using the concrete-representational-abstract (CRA) sequence. The added content reflected current mathematics standards for third grade. Students' place value…
Descriptors: Grade 3, Students with Disabilities, Learning Disabilities, Intervention
Flores, Margaret M.; Hinton, Vanessa M.; Taylor, Ja'Lia J. – Preventing School Failure, 2018
Students must leave elementary school with a firm understanding of fractions and decimals in order to make satisfactory progress in advanced mathematics. Firm understanding includes manipulation of rational numbers using different models of representation such as area and length. Research has demonstrated that a graduated sequence such as…
Descriptors: Elementary School Mathematics, Elementary School Students, Grade 5, Fractions
Gibbs, Anna S.; Hinton, Vanessa M.; Flores, Margaret M. – Preventing School Failure, 2018
Children who struggle in mathematics have a limited understanding of the foundational processes of mathematics. A lack of conceptual understanding causes students to fall behind as they progress through the core curriculum. Children at high risk for developing mathematics disabilities fail to gain numeracy knowledge. The purpose of this case study…
Descriptors: Mathematics Instruction, Case Studies, Disabilities, Computation
Flores, Margaret M.; Hinton, Vanessa M.; Burton, Megan E. – Preventing School Failure, 2016
Mathematical word problems are the most common form of mathematics problem solving implemented in K-12 schools. Identifying key words is a frequent strategy taught in classrooms in which students struggle with problem solving and show low success rates in mathematics. Researchers show that using the concrete-representational-abstract (CRA)…
Descriptors: Problem Solving, Word Problems (Mathematics), Intervention, Teaching Methods
Hinton, Vanessa M.; Flores, Margaret M.; Schweck, Kelly; Burton, Megan E. – Preventing School Failure, 2016
Counting skills are foundational for young children to build number concepts in mathematics. Multitiered instruction that involves core instruction as well as supplemental interventions is implemented to support young children in the learning process and promote early intervention of basic skills. Researchers show that explicit instruction is…
Descriptors: Mathematics Instruction, Computation, Preschool Children, Mathematics Skills
Flores, Margaret M.; Hinton, Vanessa M.; Schweck, Kelly B. – Learning Disabilities Research & Practice, 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…
Descriptors: Mathematics Instruction, Multiplication, Teaching Methods, Academic Standards
Flores, Margaret M.; Hinton, Vanessa M.; Strozier, Shaunita D. – Education and Training in Autism and Developmental Disabilities, 2014
There is a need for further investigation of evidence-based practices for students with autism spectrum disorders and developmental disabilities leading to students' success within the general education curriculum (Cihak & Foust, 2008; Rockwell, Griffin, & Jones, 2011; Schaefer-Whitby, Travers, & Harnik, 2009). The purpose of this…
Descriptors: Computation, Autism, Pervasive Developmental Disorders, Developmental Disabilities
Download full textFlores, Margaret M.; Thornton, Jennifer; Franklin, Toni M.; Hinton, Vanessa M.; Strozier, Shaunita – Journal of Research in Education, 2014
The purpose of this study was to extend the literature regarding elementary teachers' beliefs about mathematics instruction to include special education teachers by surveying special education and general education teachers' mathematics teaching efficacy. In addition, the researchers' surveyed teachers' mathematics skills. The participants (n =…
Descriptors: Elementary School Teachers, General Education, Special Education Teachers, Mathematics Skills
