Teaching Multiplication with Regrouping Using the Concrete-Representational-Abstract Sequence and the Strategic Instruction Model

Autor/inn/en	Flores, Margaret M.; Franklin, Toni M.
Titel	Teaching Multiplication with Regrouping Using the Concrete-Representational-Abstract Sequence and the Strategic Instruction Model
Quelle	In: Journal of the American Academy of Special Education Professionals, (2014), S.133-148 (17 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-7466
Schlagwörter	Mathematics Instruction; Multiplication; Special Education; Special Education Teachers; Common Core State Standards; Statistical Analysis; Pilot Projects; Addition; Subtraction; Problem Solving; Numbers; Elementary School Mathematics; Grade 4; Regular and Special Education Relationship; Response to Intervention; Teaching Methods; Number Concepts + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Multiplikation; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Common core curriculum; Curriculum; Kerncurriculum; Statistische Analyse; Pilot project; Modellversuch; Pilotprojekt; Subtraktion; Problemlösen; Zahlenraum; Elementare Mathematik; Schulmathematik; School year 04; 4. Schuljahr; Schuljahr 04; Teaching method; Lehrmethode; Unterrichtsmethode; Number concept; Zahlbegriff
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2019/2/05