Remote Teaching of Multidigit Multiplication for Students with Learning Disabilities

Autor/inn/en	Flores, Margaret M.; Hinton, Vanessa M.; Blanton, Erin Noelle
Titel	Remote Teaching of Multidigit Multiplication for Students with Learning Disabilities
Quelle	In: Learning Disability Quarterly, 46 (2023) 4, S.292-305 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Flores, Margaret M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/07319487221103838
Schlagwörter	Mathematics Instruction; Multiplication; Distance Education; Students with Disabilities; Learning Disabilities; COVID-19; Pandemics; Mathematical Concepts; Concept Formation; Mathematics Skills; Grade 6; Elementary School Students; Rural Schools + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Multiplikation; Distance study; Distance learning; Fernunterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Concept learning; Begriffsbildung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; School year 06; 6. Schuljahr; Schuljahr 06; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen
Abstract	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. (As Provided).
Anmerkungen	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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01