Teaching Subtraction and Multiplication with Regrouping Using the Concrete–Representational–Abstract Sequence and Strategic Instruction Model
By Margaret M. Flores, Vanessa M. Hinton, Shaunita D. Strozier. 2014
52 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/43d6cbf0afa53f1a52e533d14e404dadf0e39fee
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In Developmental and Educational Psychology
In Education
In Statistics and Probability
Citations in the corpus
- Evidence–Based Practices: Applications of Concrete Representational Abstract Framework across Math Concepts for Students with Mathematics Disabilities (2016, background): “Flo-res, Hinton, and Schweck (2014) and Flores, Hinton, and Strozier (2014) used place value mats with Base-10 blocks for the concrete phase, long and short tallies and squares for the representational phase, and a mnemonic tool to remember the steps for multiplication problems with regrouping for…”