Teaching Multiplication with Regrouping to Students with Learning Disabilities
Teaching Multiplication with Regrouping to Students with Learning Disabilities
复制标题
向有学习障碍的学生教授乘法和重组
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
Kelly B. Schweck
中科院分区：
文献类型：
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作者：
Margaret M. Flores;Vanessa M. Hinton;Kelly B. Schweck
共同核心标准要求展示数字、运算和数学概念之间关系的概念性知识。补充说明应明确指导有特殊学习障碍（SLD）的学生掌握这些技能。在本文中，我们举例说明了具体-表征-抽象（CRA）序列和策略教学模型（SIM）在对SLD学生进行重组乘法教学中的实施。CRA与SIM相结合已被证明对SLD学生的计算教学是有效的，特别是在发展概念理解方面。本研究以四名小学生为研究对象。研究人员使用多探针设计来显示功能关系。学生的计算流畅性有所提高；技能得到了维护和推广。
The Common Core Standards require demonstration of conceptual knowledge of numbers, operations, and relations between mathematical concepts. Supplemental instruction should explicitly guide students with specific learning disabilities (SLD) in these skills. In this article, we illustrate implementation of the concrete–representational–abstract (CRA) sequence and the Strategic Instruction Model (SIM) for teaching multiplication with regrouping to students with SLD. CRA combined with SIM has been shown to be effective in teaching computation for students with SLD, specifically for developing conceptual understanding. Four elementary students with SLD participated in this study. The researchers used a multiple–probe design to show a functional relation. Students demonstrated increases in computational fluency; skills were maintained and generalized.