Literaturnachweis - Detailanzeige
| Autor/inn/en | Gibbs, Anna S.; Hinton, Vanessa M.; Flores, Margaret M. |
|---|---|
| Titel | A Case Study Using CRA to Teach Students with Disabilities to Count Using Flexible Numbers: Applying Skip Counting to Multiplication |
| Quelle | In: Preventing School Failure, 62 (2018) 1, S.49-57 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1045-988X |
| DOI | 10.1080/1045988X.2017.1342218 |
| Schlagwörter | Mathematics Instruction; Case Studies; Disabilities; Computation; Multiplication; At Risk Students; Sequential Approach; Elementary School Students; Elementary School Mathematics; Grade 3; Grade 4; Mathematics Tests; Pretests Posttests; Intervention; Statistical Analysis |
| Abstract | 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 was to investigate the effects of an explicit mathematics intervention using concrete-representational-abstract sequence to teach students to count in flexible ways and use skip counting as a strategy for multiplication for students with mathematics difficulties. Students were able to learn skip counting and improved in their multiplication abilities. Implications are also discussed. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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