Using the Concrete-Representational-Abstract Sequence to Teach Conceptual Understanding of Basic Multiplication and Division

Autor/inn/en	Milton, Jessica H.; Flores, Margaret M.; Moore, Alexcia J.; Taylor, Ja'Lia J.; Burton, Megan E.
Titel	Using the Concrete-Representational-Abstract Sequence to Teach Conceptual Understanding of Basic Multiplication and Division
Quelle	In: Learning Disability Quarterly, 42 (2019) 1, S.32-45 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Flores, Margaret M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948718790089
Schlagwörter	Multiplication; Arithmetic; Mathematics Instruction; Elementary School Mathematics; Teaching Methods; Grade 4; Grade 5; Grade 6; Learning Disabilities; Computation; Mathematics Achievement; Special Education; Elementary School Students; Special Education Teachers + Suchen Sie Ihr Suchwort? Multiplikation; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Teaching method; Lehrmethode; Unterrichtsmethode; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Learning handicap; Lernbehinderung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende
Abstract	To meet increasingly complex mathematics standards in late elementary school, students must conceptually understand and be fluent in the operations of multiplication and division. This includes understanding the operations' inverse relation. The purpose of the study was to investigate the effects of alternating concrete-representational-abstract (CRA) multiplication and division instruction on students' mastery of unknown facts and on their conceptual understanding. Fourth through sixth-grade students with learning disabilities who had failed to master all multiplication facts participated in the study. The researchers used a mixed method design, measuring accuracy and fluency of facts with a multiple probe across students design and qualitative methods to capture changes in students' explanations of their computation. The researchers demonstrated a functional relation between CRA instruction and accuracy and fluency in multiplication and division. Qualitative results indicated differences in students' understanding of the operations. Implications of the results will be discussed further. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01