Improvement in Elementary Students' Multiplication Skills and Understanding after Learning through the Combination of the Concrete-Representational-Abstract Sequence and Strategic Instruction

Autor/inn/en	Flores, Margaret M.; Hinton, Vanessa M.
Titel	Improvement in Elementary Students' Multiplication Skills and Understanding after Learning through the Combination of the Concrete-Representational-Abstract Sequence and Strategic Instruction
Quelle	In: Education and Treatment of Children, 42 (2019) 1, S.73-99 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
Schlagwörter	Elementary School Students; Student Improvement; Multiplication; Mathematics Skills; Comprehension; Sequential Learning; Instructional Effectiveness; Mathematics Instruction; Problem Solving; Intervention; Mathematical Applications; Elementary School Mathematics + Suchen Sie Ihr Suchwort? Multiplikation; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Verstehen; Verständnis; Didaktische Sequenzierung; Lernsequenz; Unterrichtserfolg; Mathematics lessons; Mathematikunterricht; Problemlösen; Angewandte Mathematik; Innermathematische Anwendung; Elementare Mathematik; Schulmathematik
Abstract	Recent multiplication with regrouping research shows that the combination of the concrete-representational-abstract (CRA) sequence and the Strategic Instruction Model (SIM) has been effective in several studies. More evidence is needed to demonstrate CRA-SIM's effectiveness across settings and students. Therefore, the purpose of this study was to replicate previous findings in which CRA-SIM led to improved performance of students receiving tertiary interventions. This study extended the research by including problem-solving application in order to align the intervention with current standards for mathematics. Three elementary students receiving tertiary interventions participated in the study. The researchers used a multiple baseline across students design to show a functional relation between CRA-SIM and student performance. In addition to mastery of multiplication with regrouping, students applied their knowledge, discriminating between different operations when solving word problems. The implications and program components that influenced these results will be discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01