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Teaching Multiplication with Regrouping to Students with Learning Disabilities
Author(s) -
Flores Margaret M.,
Hinton Vanessa M.,
Schweck Kelly B.
Publication year - 2014
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/ldrp.12043
Subject(s) - multiplication (music) , fluency , mathematics education , learning disability , psychology , relation (database) , conceptual change , concept learning , computation , computer science , developmental psychology , mathematics , combinatorics , database , algorithm
The Common Core Standards require demonstration of conceptual knowledge of numbers, operations, and relations between mathematical concepts. Supplemental instruction should explicitly guide students with specific learning disabilities (SLD) in these skills. In this article, we illustrate implementation of the concrete‐representational‐abstract (CRA) sequence and the Strategic Instruction Model (SIM) for teaching multiplication with regrouping to students with SLD. CRA combined with SIM has been shown to be effective in teaching computation for students with SLD, specifically for developing conceptual understanding. Four elementary students with SLD participated in this study. The researchers used a multiple‐probe design to show a functional relation. Students demonstrated increases in computational fluency; skills were maintained and generalized.