Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Teaching Multiplication with Regrouping Using the Concrete-representational-abstract Sequence and the Strategic Instruction Model

  • Margaret M. Flores (Author) Auburn University image/svg+xml
    Margaret M. Flores is an Associate Professor in the Department of Special Education, Rehabilitation, and Counseling at Auburn University. She taught students with disabilities within the public schools before earning her doctorate in special education at Georgia State University. Her research interests include effective mathematics instruction for students with disabilities.
  • Toni M. Franklin (Author) Armstrong Atlantic State University image/svg+xml
    Toni M. Franklin is an Assistant Professor in the Department of Childhood and Exceptional Student Education at Armstrong Atlantic State University. She was a special education teacher and general education teacher prior to earning her doctorate in rehabilitation and special education at Auburn University. Her research interests include effective teacher preparation and academic interventions for students with disabilities.
DOI
https://doi.org/10.64546/jaasep.255
Abstract
The Common Core State Standards (2010) involve the demonstration of conceptual knowledge of numbers and operations. For students who struggle with mathematics and have not responded to instruction, it is important that interventions emphasize this understanding. In order to address conceptual understanding of numbers and operations in meeting the rigorous Common Core State Standards, interventions should include the use of explicit instruction, manipulation of objects, and visual representation of numbers. The current pilot study investigated the use of such a method within a tiered intervention model, the concrete-representational-abstract (CRA) sequence and the strategic Instruction Model (SIM). Six fourth grade students receiving intervention through a response to intervention model participated. Multiplication with regrouping was taught using CRA and SIM (CRA-SIM) over the course of ten lessons as part of an intervention period. Data were collected before and after CRA-SIM instruction and statistical analysis showed that students made significant gains after instruction. The practical implications and application of CRA-SIM instruction will be discussed.
Keywords
Addition, Common Core State Standards, Elementary School Mathematics, Grade 4, Intervention, Mathematics Instruction
References

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There are 16 references in total.
How to Cite
Flores, M. M., & Franklin, T. M. (2014). Teaching Multiplication with Regrouping Using the Concrete-representational-abstract Sequence and the Strategic Instruction Model. Journal of the American Academy of Special Education Professionals, 9(3), 133-148. https://doi.org/10.64546/jaasep.255

Fall 2014

Article Information

  • Article Type Articles
  • Submitted September 12, 2014
  • Published October 15, 2014
  • Issue Fall 2014
  • Section Articles
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