Using the Concrete-Representational-Abstract Sequence to Teach Conceptual Understanding of Basic Multiplication and Division
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| Title: | Using the Concrete-Representational-Abstract Sequence to Teach Conceptual Understanding of Basic Multiplication and Division |
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| Language: | English |
| Authors: | Milton, Jessica H., Flores, Margaret M. (ORCID |
| Source: | Learning Disability Quarterly. Feb 2019 42(1):32-45. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades Grade 5 Middle Schools Grade 6 |
| Descriptors: | Multiplication, Arithmetic, Mathematics Instruction, Elementary School Mathematics, Teaching Methods, Grade 4, Grade 5, Grade 6, Learning Disabilities, Computation, Mathematics Achievement, Special Education, Elementary School Students, Special Education Teachers |
| DOI: | 10.1177/0731948718790089 |
| ISSN: | 0731-9487 |
| Abstract: | 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 (CRA) multiplication and division instruction on students' mastery of unknown facts and on their conceptual understanding. Fourth through sixth-grade students with learning disabilities who had failed to master all multiplication facts participated in the study. The researchers used a mixed method design, measuring accuracy and fluency of facts with a multiple probe across students design and qualitative methods to capture changes in students' explanations of their computation. The researchers demonstrated a functional relation between CRA instruction and accuracy and fluency in multiplication and division. Qualitative results indicated differences in students' understanding of the operations. Implications of the results will be discussed further. |
| Abstractor: | As Provided |
| Number of References: | 36 |
| Entry Date: | 2019 |
| Accession Number: | EJ1201264 |
| Database: | ERIC |
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