Teaching Subtraction With Regrouping to Students Experiencing Difficulty in Mathematics

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

“…During the concrete phase; students see, hear, and move objects to demonstrate what is happening with the numbers as well as the procedures to solve the problems. When implementing instruction in the concrete phase, the teacher begins the lesson with an advanced organizer in which he or she tells students what they will learn and makes the lesson meaningful to the students (Flores, 2009;Kaffer & Miller, 2011;Miller, 2009). Next, the teacher demonstrates solving mathematics problems (Flores, 2009;Kaffer & Miller, 2011;Miller, 2009).…”

“…When modeling, the instructor shows students what is happening with the numbers as well as mathematical procedures or steps to solve the problems. After modeling, guided practice is implemented (Flores, 2009;Kaffer & Miller, 2011;Miller, 2009). Guided practice is when the teacher and students demonstrate what is happening with the numbers and solve the mathematical problems together.…”

“…During guided practice, the teacher gives students feedback and helps students solve problems as they develop an understanding of the mathematical concept. After guided practice, students solve problems independently which is called independent practice (Flores, 2009;Kaffer & Miller, 2011;Miller, 2009). Independent practice requires students to solve problems on their own without teacher assistance.…”

“…During independent practice, the teacher monitors students' understanding and provides productive feedback regarding students' responses. The last step is the post organizer (Flores, 2009;Kaffer & Miller, 2011;Miller, 2009). The post organizer involves the teacher prompting students to reflect and demonstrate what they have learned.…”

“…The instructor teaches the same concept that was illustrated in the concrete phase and the same type of mathematical problems; except instruction occurs through the use of drawings instead of the manipulation of objects. The representative phase acts as a bridge between solving problems using objects and solving problems using numbers only (Flores, 2009). The representative phase of instruction involves an advance organizer, modeling, guided practice, independent practice, and a post organizer as well (Flores, 2009;Kaffer & Miller, 2011;Miller, 2009).…”