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Autor/inn/en | Flores, Margaret M.; Kaffar, Bradley J.; Hinton, Vanessa |
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Titel | A Comparison of the Effectiveness of Using CRA-SIM vs. Direct Instruction to Teach Multiplication with Regrouping |
Quelle | In: International Journal for Research in Learning Disabilities, 4 (2019) 1, S.27-40 (14 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2325-565X |
Schlagwörter | Instructional Effectiveness; Direct Instruction; Mathematics Instruction; Multiplication; Teaching Methods; Elementary School Students; Middle School Students; Comparative Analysis; Students with Disabilities Unterrichtserfolg; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Mathematics lessons; Mathematikunterricht; Multiplikation; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Disability; Disabilities; Studentin; Behinderung |
Abstract | Mathematics learning standards across the United States include conceptual knowledge of numbers and use of modeling and explanation within computation. The concrete-representational-abstract (CRA) sequence and the Strategic Instruction Model (SIM) have been shown to be effective in increasing students' fluency in computation, including multiplication with regrouping, with a focus on conceptual knowledge. To date, the CRASIM multiplication research has not included a comparison to another method. The purpose of this study was to fill this gap by comparing CRA-SIM to Direct Instruction (DI). Twenty-nine elementary- and middle-level students with and without disabilities received either CRA-SIM or DI. While each program resulted in increased fluency in multiplication with regrouping, CRA-SIM led to slight increases in fluency compared to DI. Implications and program components that influenced these results will be discussed. (As Provided). |
Anmerkungen | International Academy for Research in Learning Disabilities. e-mail: ijrld@bc.edu; Web site: http://www.iarld.com/home/the-journal-thalamus |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |