A Comparison of the Effectiveness of Using CRA-SIM vs. Direct Instruction to Teach Multiplication with Regrouping

Autor/inn/en	Flores, Margaret M.; Kaffar, Bradley J.; Hinton, Vanessa
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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