Building Mathematical Fluency for Students with Disabilities or Students At-Risk for Mathematics Failure

Hinton, Vanessa; Strozier, Shaunita D.; Flores, Margaret M.

doi:10.18404/ijemst.69677

“…CRA and SI have been used simultaneously to support math instruction (Hinton, Strozier, & Flores, ). Overlapping with the explicit instruction model in components such as teacher modeling and feedback, SI differs in that it provides step‐by‐step instructions, often through the use of a mnemonic or similar cues (e.g., cue cards), in decision making and solving math problems.…”

Section: Explicit Instructionmentioning

confidence: 99%

Evidence‐Based Practices: Applications of Concrete Representational Abstract Framework across Math Concepts for Students with Mathematics Disabilities

Agrawal

¹

,

Morin

²

2016

Learn Disabil Res Pract

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Students with mathematics disabilities (MD) experience difficulties with both conceptual and procedural knowledge of different math concepts across grade levels. Research shows that concrete representational abstract framework of instruction helps to bridge this gap for students with MD. In this article, we provide an overview of this strategy embedded within the explicit instruction framework. We highlight effective practices for each component of the framework across different mathematical strands. Implications for practice are also discussed and a detailed case study is provided.

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“…A conceptual understanding of basic addition and multiplication facts is essential before students are expected to progress to more complex mathematical topics [12], [13], [14]. Students may progress through…”

Section: Conceptual Understanding Stagesmentioning

confidence: 99%

Helping a Student with Learning Disabilities Memorize Multiplication Facts

Santos

¹

2019

IJTIE

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A sixth grade student's ability to memorize multiplication facts was investigated. The overall goal of the work was to improve the student's understanding and knowledge of basic multiplication facts (0-10) for the zeroes, to fives. There were 66 facts, for example 4 x 6 = 24. The student had been taught multiplication concepts in her elementary years and she did have a basic understand of the meaning of multiplication facts as shown on a pretest. She understood that 4 x 6 is a representation of four sets of six or 6 + 6 + 6 + 6 = 24. The student's previous knowledge and history were used to develop an individualized education plan to help her have a better understanding of the concept and to memorize basic multiplication facts. The interventions were concrete, semi-concrete, and abstract models of instruction. A pretest was given prior to the sessions and a posttest was given after the sessions. The number of sessions was determined based on the student's ability to learn the concepts. The student was successful at memorizing multiplication facts for the zeroes through fives. The next study will be to help the student achieve automaticity of the multiplication facts. Conceptual Understanding StagesA conceptual understanding of basic addition and multiplication facts is essential before students are expected to progress to more complex mathematical topics [12], [13], [14]. Students may progress through

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“…A conceptual understanding of basic addition and multiplication facts is essential before students are expected to progress to more complex mathematical topics [12], [13], [14]. Students may progress through three stages in learning the meaning of addition and multiplication: concrete, semi-concrete, and abstract stages [15], [16], [17], [18], [19].…”

Section: Conceptual Understanding Stagesmentioning

confidence: 99%

Helping a Student with Learning Disabilities Memorize Multiplication Facts

Santos

¹

2019

Int J Innov Educ Res

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A sixth grade student's ability to memorize multiplication facts was investigated. The overall goal of the work was to improve the student's understanding and knowledge of basic multiplication facts (0-10) for the zeroes, to fives. There were 66 facts, for example 4 x 6 = 24. The student had been taught multiplication concepts in her elementary years and she did have a basic understand of the meaning of multiplication facts as shown on a pretest. She understood that 4 x 6 is a representation of four sets of six or 6 + 6 + 6 + 6 = 24. The student's previous knowledge and history were used to develop an individualized education plan to help her have a better understanding of the concept and to memorize basic multiplication facts. The interventions were concrete, semi-concrete, and abstract models of instruction. A pretest was given prior to the sessions and a posttest was given after the sessions. The number of sessions was determined based on the student's ability to learn the concepts. The student was successful at memorizing multiplication facts for the zeroes through fives. The next study will be to help the student achieve automaticity of the multiplication facts. AbstractA sixth grade student's ability to memorize multiplication facts was investigated. The overall goal of the work was to improve the student's understanding and knowledge of basic multiplication facts (0-10) for the zeroes, to fives. There were 66 facts, for example 4 x 6 = 24. The student had been taught multiplication concepts in her elementary years and she did have a basic understand of the meaning of multiplication facts as shown on a pretest. She understood that 4 x 6 is a representation of four sets of six or 6 + 6 + 6 + 6 = 24. The student's previous knowledge and history were used to develop an individualized education plan to help her have a better understanding of the concept and to memorize basic multiplication facts. The interventions were concrete, semi-concrete, and abstract models of instruction. A pretest was given prior to the sessions and a posttest was given after the sessions. The number of sessions was determined based on the student's ability to learn the concepts. The student was successful at memorizing multiplication facts for the zeroes through fives. The next study will be to help the student achieve automaticity of the multiplication facts.

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Building Mathematical Fluency for Students with Disabilities or Students At-Risk for Mathematics Failure

Cited by 16 publications

References 8 publications

Evidence‐Based Practices: Applications of Concrete Representational Abstract Framework across Math Concepts for Students with Mathematics Disabilities

Evidence‐Based Practices: Applications of Concrete Representational Abstract Framework across Math Concepts for Students with Mathematics Disabilities

Helping a Student with Learning Disabilities Memorize Multiplication Facts

Helping a Student with Learning Disabilities Memorize Multiplication Facts

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