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Using the Concrete-Representational-Abstract Sequence to Teach Conceptual Understanding of Basic Multiplication and Division
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Milton, Jessica H.; Flores, Margaret M.; Moore, Alexcia J.; Taylor, Ja'Lia J.; Burton, Megan E. – Learning Disability Quarterly, 2019
To meet increasingly complex mathematics standards in late elementary school, students must conceptually understand and be fluent in the operations of multiplication and division. This includes understanding the operations' inverse relation. The purpose of the study was to investigate the effects of alternating concrete-representational-abstract…
Descriptors: Multiplication, Arithmetic, Mathematics Instruction, Elementary School Mathematics
Teaching Rate of Change and Problem Solving to High School Students with High Incidence Disabilities at Tier 3
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Bundock, Kaitlin; Hawken, Leanne S.; Kiuhara, Sharlene A.; O'Keeffe, Breda V.; O'Neill, Robert E.; Cummings, Margarita B. – Learning Disability Quarterly, 2021
Implementing an integrated sequence of concrete-representational-abstract depictions of mathematics concepts (CRA-I) can improve the mathematics achievement of students with disabilities, and explicit instructional strategies involving problem-solving heuristics and student verbalizations can help facilitate students' conceptual understanding of…
Descriptors: High School Students, Students with Disabilities, Problem Solving, Mathematics Instruction
Using Count-Bys to Increase Multiplication Facts Fluency.
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McIntyre, Susan B.; And Others – Learning Disability Quarterly, 1991
The "count-by" technique of multiplication was taught to a fourth grade student with learning disabilities. The student learned to count by numbers not typically taught (e.g., fours, sevens, and eights). The method resulted in substantial increases in correct multiplications performed per minute, which were maintained and generalized to…
Descriptors: Arithmetic, Case Studies, Computation, Elementary Education
Influence of Modeling on Acquisition and Generalization of Computational Skills: A Summary of Research Findings from Three Sites.
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Rivera, Diane M.; Smith, Deborah D. – Learning Disability Quarterly, 1987
The use of demonstration plus permanent model (DPM) as a teaching strategy was evaluated with 19 learning disabled students (ages 9-14) in the area of computational skills. Results indicated that DPM effectively helped students acquire computational skills across instructional sequences for addition, subtraction, and multiplication. (Author/DB)
Descriptors: Arithmetic, Computation, Demonstrations (Educational), Elementary Secondary Education
Strategy Instruction in Mathematics.
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Goldman, Susan R. – Learning Disability Quarterly, 1989
Experiments in strategy instruction for mathematics have been conducted using three models (direct instruction, self-instruction, and guided learning) applied to the tasks of computation and word problem solving. Results have implications for effective strategy instruction for learning disabled students. It is recommended that strategy instruction…
Descriptors: Arithmetic, Classroom Techniques, Computation, Learning Disabilities