Teaching Multiplication with Regrouping to Students with Learning Disabilities

Flores, Margaret M.; Hinton, Vanessa; Schweck, Kelly B.

doi:10.1111/ldrp.12043

Cited by 32 publications

(78 citation statements)

References 21 publications

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“…The results were like those demonstrated within previous studies of CRA‐SIM that taught the standard algorithm (Flores & Franklin, 2014; Flores, Hinton, & Schweck, 2014; Flores, Hinton, & Strozier, 2014; Flores et al, 2019). With regard to implementation, this study differs from most of the previous studies.…”

Section: Discussionsupporting

confidence: 88%

“…The line of research regarding the implementation of CRA and SIM to teach multiplication with regrouping demonstrated positive outcomes for students with disabilities (Flores, Hinton & Schweck, 2014; Flores, Kaffar, & Hinton, 2019) and students without disabilities (Flores & Franklin, 2014; Flores, Hinton, & Strozier, 2014). Flores, Hinton, and Strozier (2014) used CRA‐SIM to teach students receiving tertiary interventions subtraction with regrouping and multiplication of two‐ and one‐digit numbers using the standard algorithm.…”

Section: Concrete Representational Abstract (Cra) and Two‐digit Multimentioning

confidence: 99%

“…Flores, Hinton, and Schweck (2014) extended this line of multiplication research and included fifth‐grade students with specific learning disabilities. In this study, the researchers focused on a more complex operation, the standard algorithm for solving problems with 2 two‐digit multipliers.…”

Section: Concrete Representational Abstract (Cra) and Two‐digit Multimentioning

confidence: 99%

See 2 more Smart Citations

Teaching the partial products algorithm with the concrete representational abstract sequence and the strategic instruction model

Flores

Moore

Meyer

2020

Psychology in the Schools

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Psychol Schs. 2020;57:946-958. wileyonlinelibrary.com/journal/pits 946 | Abstract Elementary standards include multiplication of single-digit numbers and students advance to solve complex problems and demonstrate procedural fluency in algorithms. The ability to illustrate procedural fluency in algorithms is dependent on the development of understanding and reasoning in multiplication. Development of multiplicative reasoning provides the foundation for advanced mathematics and algebraic reasoning. For students who struggle in mathematics, instruction in multiplication algorithms should ensure conceptual understanding so that students have a foundation for success in advanced mathematics. The concrete representational abstract (CRA) sequence addresses conceptual understanding and the strategic instruction model (SIM) supports procedural knowledge.The current pilot study combined these methods to teach elementary students the partial products algorithm. Twelve students in grades four and five participated in the study, receiving instruction from teachers in their school during an intervention period. Within a pre-experimental design, using pre-and postintervention data, students showed a significant change in performance. The article will describe and show how teachers implemented the CRA-SIM interventions and discuss implications for practice. K E Y W O R D S concrete representational abstract, mathematics, partial products

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Section: Discussionsupporting

confidence: 88%

Section: Concrete Representational Abstract (Cra) and Two‐digit Multimentioning

confidence: 99%

Section: Concrete Representational Abstract (Cra) and Two‐digit Multimentioning

confidence: 99%

See 1 more Smart Citation

Teaching the partial products algorithm with the concrete representational abstract sequence and the strategic instruction model

Flores

Moore

Meyer

2020

Psychology in the Schools

Self Cite

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“…Explicit connection of nonsymbolic and symbolic representations may help students with MD understand the numbers represented in equations and potentially improve their problem solving abilities (Rousselle & Noël, ). Research supports the CRA sequence (e.g., Flores et al., ; Mancl et al., ) as a helpful framework for providing students with MD with opportunities to learn mathematics using both nonsymbolic and symbolic representations. Further research is needed to determine exactly how manipulatives and pictorial representations (i.e., nonsymbolic representations) could be used with students with MD and how these representations relate to symbolic representations (Beatty & Moss, ).…”

Section: Educational Implicationsmentioning

confidence: 96%

Symbolic and Nonsymbolic Equivalence Tasks: The Influence of Symbols on Students with Mathematics Difficulty

Driver

Powell

2015

Learn Disabil Res Pract

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Students often experience difficulty with attaching meaning to mathematics symbols. Many students react to symbols, such as the equal sign, as a command to "do something" or "write an answer" without reflecting upon the proper relational meaning of the equal sign. One method for assessing equal-sign understanding is through nonstandard equations (e.g., 3 + 4 = __ + 5) where student answers provide cues about operational or relational interpretation of the equal sign. This study investigated the influence of symbolic and nonsymbolic presentations on a measure of nonstandard equations. A representative sample of 2nd-grade students (n = 413) solved a set of nonstandard equations presented with symbols (i.e., symbolic) and the same set presented with pictures and stories (i.e., nonsymbolic). Students with and without mathematics difficulty demonstrated significantly higher scores on the nonsymbolic version without mathematics symbols. Results have implications for mathematics assessment and instruction.

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“…The CRA-SIM has been found to be effective in teaching computation skills to students with learning disabilities or at risk students [15], [16], [17].…”

Section: Concrete-semiconcrete-abstract Modelmentioning

confidence: 99%