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

Autor/inn/en	Hinton, Vanessa; Strozier, Shaunita D.; Flores, Margaret M.
Titel	Building Mathematical Fluency for Students with Disabilities or Students At-Risk for Mathematics Failure
Quelle	2 (2014) 4, S.257-265 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-611X
Schlagwörter	Mathematics Education; Numeracy; At Risk Students; Academic Failure; Mathematics Achievement; Mathematics Instruction; Teaching Methods; Teacher Effectiveness; Learning Disabilities; Number Concepts; Literature Reviews + Suchen Sie Ihr Suchwort? Mathematische Bildung; Rechenkompetenz; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Learning handicap; Lernbehinderung; Number concept; Zahlbegriff
Abstract	It is incredibly important for students who are at-risk for mathematics failure or who have a disability which hinders mathematical performance to improve in their mathematical achievement. One way to improve mathematical achievement is through building fluency in mathematics. Fluency in mathematics is the ability to solve problems automatically and with accuracy. One method of building fluency for students who are at-risk or who have a disability includes the concrete-representational-abstract sequence of instruction that is paired with strategic instruction (CRA-SI). A brief overview is provided on CRA-SI instruction along with a review of the literature that shows CRA-SI instruction as effective instruction for students who are at-risk or who have a disability. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10