Using the Concrete-Representational-Abstract Sequence to Teach Subtraction With Regrouping to Students at Risk for Failure

By Margaret M. Flores. 2010

118 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/b28e4681aed9b41c487614812533edb94ff45d4a

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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, methodology): “Several recent studies have demonstrated success for higher-level multidigit addition (Miller & Kaffar, 2011) and subtraction involving re-grouping (Flores, 2009, 2010; Flores, Hinton, & Strozier, 2014; Mancl et al., 2012) by combining the use of Base-10 blocks with explicit instruction.”
Concrete-Pictorial-Abstract: Surveying its origins and charting its future (2015, methodology): “In a recent study on using the CRA instruction sequence in teaching subtraction with regrouping to some low-achieving Grade 3 mathematics students, Flores (2010) reported that the students show improvement in fluency and confidence in doing arithmetic computations involving subtractions.”
Using the Concrete–Representational–Abstract Sequence with Integrated Strategy Instruction to Teach Subtraction with Regrouping to Students with Learning Disabilities (2012, methodology): “This initiative resulted in the development and publication of Common Core State Standards for Mathematics (National Governors Associate Center for Best Practices & Council of Chief State School Ofﬁcers, 2010).”
Teaching Subtraction and Multiplication with Regrouping Using the Concrete–Representational–Abstract Sequence and Strategic Instruction Model (2014, methodology): “Flores (2010) further investigated the use of CRA and SIM (using DRAW), teaching subtraction with regrouping that involved three digits in the minuend and three digits in the subtrahend requiring regrouping in both the ones’ and tens’ places.”
The Concrete–Representational–Abstract Approach for Students With Learning Disabilities: An Evidence-Based Practice Synthesis (2018, methodology): “…advocates of the CRA instructional framework believe that it helps students develop conceptual understanding in addition to procedural skills (e.g., Flores, 2010; Gagnon & Maccini, 2001; Miller & Hudson, 2006; Miller, Stringfellow, Kaffar, Ferreira, & Mancl, 2011), research is needed which…”