The Effects of a CRA-I Intervention on Students’ Number Sense and Understanding of Addition

• Published in: Remedial and special education Vol. 43; no. 3; pp. 183 - 194
• Main Authors: Flores, Margaret M., Hinton, Vanessa M.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.06.2022; SAGE Publications and Hammill Institute on Disabilities; SAGE PUBLICATIONS, INC
• Subjects: Addition; Automaticity; Computation; Educational evaluation; Elementary School Students; Flexibility; Fluency; Instructional Materials; Intervention; Learning Strategies; Mathematics; Mathematics education; Mathematics Instruction; Mathematics Skills; Number Concepts; Students; Subtraction; Teaching Methods; Understanding; preferred intervention/RTI; mathematics; research methodology; instruction; single subject
• ISSN: 0741-9325; 1538-4756
• DOI: 10.1177/07419325211038009

As students develop understanding and fluency in single-digit operations such as addition, they develop sophisticated strategies and number sense (magnitude, number order, and composition). Deficits in number sense and reliance on inefficient approaches can lead to struggle in mathematics. Intervent...