Using the Concrete–Representational–Abstract Sequence with Integrated Strategy Instruction to Teach Subtraction with Regrouping to Students with Learning Disabilities

By Dustin B. Mancl, S. Miller, Meghan Kennedy. 2012

78 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/59dff7cf4f143d041382845915bd948f07c1e31d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Jugnu Agrawal
2. Lisa L. Morin
3. Shaunita D. Strozier
4. Vanessa M. Hinton

In Education

1. Jugnu Agrawal
2. Lisa L. Morin
3. Shaunita D. Strozier
4. Vanessa M. Hinton
5. Margaret M. Flores

In Statistics and Probability

1. Jugnu Agrawal
2. Lisa L. Morin
3. Shaunita D. Strozier
4. Vanessa M. Hinton
5. Margaret M. Flores

Citations in the corpus

• Teaching Subtraction and Multiplication with Regrouping Using the Concrete–Representational–Abstract Sequence and Strategic Instruction Model (2014, background): “Future research could focus on the development of assessment probes, which were constructed by the current researchers as well as others within this line (Kaffar & Miller, 2011; Mancl et al., 2012).”
• Evidence–Based Practices: Applications of Concrete Representational Abstract Framework across Math Concepts for Students with Mathematics Disabilities (2016, background): “Often students are supported in the transition between the representational and abstract phases through the application of a cognitive strategy (e.g., mnemonic or cue) that prompts students to re-member the steps in the given mathematical process (Mancl et al., 2012).”