Remote Teaching of Multidigit Multiplication for Students With Learning Disabilities

State standards include fluent use of standard computational algorithms. However, learning and using them require conceptual understanding of numbers and operations. Previous research using the concrete–representational–abstract (CRA) sequence has been effective in teaching computational algorithms...

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Bibliographic Details
Published inLearning disability quarterly Vol. 46; no. 4; pp. 292 - 305
Main Authors Flores, Margaret M., Hinton, Vanessa M., Blanton, Erin Noelle
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.11.2023
SAGE Publications and Hammill Institute on Disabilities
SAGE PUBLICATIONS, INC
Subjects
Algorithms
At Risk Students
Concept Formation
COVID-19
Creative Teaching
Distance Education
Distance learning
Elementary School Students
Fluency
Grade 6
Learning Disabilities
Mathematical Concepts
Mathematics education
Mathematics Instruction
Mathematics Skills
Multiplication
Pandemics
Researchers
Rural Schools
State Standards
Students with Disabilities
Teaching methods
single-subject methods
instructional strategies
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Summary:State standards include fluent use of standard computational algorithms. However, learning and using them require conceptual understanding of numbers and operations. Previous research using the concrete–representational–abstract (CRA) sequence has been effective in teaching computational algorithms to students at risk of and students with learning disabilities by emphasizing conceptual understanding. However, all the research was face-to-face and few captured the impact of the intervention on students’ conceptual understanding. The current study occurred during the COVID-19 pandemic, so researchers modified CRA for remote instruction. This study investigated the effects of modified CRA on the fluency and accuracy of three sixth-grade students with learning disabilities. They also included an assessment of conceptual understanding. The researchers used a multiple probe across participants design, demonstrating a functional relation between CRA and students’ fluency and accuracy. Researchers assessed conceptual understanding with informal measures that required application of their conceptual understanding. The results and implications are discussed.
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ISSN:0731-9487
2168-376X
DOI:10.1177/07319487221103838