Margaret M Flores

Biographic Data

ID6771197
NAMEMargaret M Flores
GIVEN NAMESMargaret M
FAMILY NAMEFlores
SIGNATUREFLORES M M
AFFILIATIONSAuburn University
ORCID0000-0001-9684-3114
VERIFIEDYes
TOTAL WORKS9
TOTAL CITATIONS0
WORKS AS AUTHOR9
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2014
LATEST PUBLICATION YEAR2025
H-INDEX0

  • Teaching Place Value Using the Concrete-Representational-Abstract Integrated Sequence of Instruction

    Open AccessMargaret M Flores, Vanessa M Hinton et al.ARTICLERemedial and Special Education2025

    The current study investigated the effects of the concrete-representational-abstract integrated (CRA-I) sequence to teach rounding and number decomposition. Five students in third grade participated; two students were eligible for services under the category of learning disabilities, and three students were at risk of having learning disabilities and received Tier 3 interventions through a multi-tiered system of supports. Students learned the two…

  • Teaching rational number concepts to fifth graders using the concrete-representational-abstract-integrated sequence

    Open AccessMargaret M Flores, Vanessa M Hinton et al.ARTICLEThe Journal of Educational Research2025

    This study investigated the effects of rational number instruction using the concrete-representational-abstract integrated sequence (CRA-I). At a public elementary school in the southeastern United States, researchers recruited students who demonstrated deficits in rational number knowledge and skills. They matched student pairs based on benchmark mathematics scores and randomly assigned members of each pair to conditions. The researchers taught …

  • Career Interests of Incarcerated Youth with and Without Disabilities

    Curtis A Gage, Margaret E Shippen et al.ARTICLEJournal of Criminal Justice…2025

  • Teaching Rational Number Concepts to Fifth-Grade Students Who Struggle With Mathematics

    Open AccessMargaret M Flores, Vanessa M Hinton et al.ARTICLERemedial and Special Education2024

    This study’s purpose was to examine the effects of the concrete-representational-abstract integrated (CRA-I) sequence on the performance of students who struggled with rational number concepts. Three students in southeastern U.S. fifth grade class participated in the study. The CRA-I intervention was grounded in the principles of explicit instruction and showed rational number concepts related to fractions and decimals using fraction blocks, numb…

  • Teaching the partial products multiplication algorithm to students who struggle using CRA‐I

    Open AccessVanessa M Hinton, Margaret M FloresARTICLEPsychology in the Schools2024

    Effective mathematics interventions should be explicit and include students’ active involvement with multiple representations of the mathematical concept. The concrete‐representational‐abstract‐integrated (CRA‐I) sequence includes these characteristics and has been shown as an effective practice for students who struggle in mathematics. The purpose of the current study was to use CRA‐I, to teach the partial products algorithm. Three fifth‐grade s…

  • Teaching rational number concepts and skills to students receiving tier two interventions

    Open AccessMargaret M Flores, Vanessa M Hinton et al.ARTICLEThe Journal of Educational Research2023

    The current study investigated the effects of the concrete-representational-abstract integrated sequence (CRA-I) for teaching fifth grade students receiving tier two interventions within a multi-tiered system of support (MTSS). The research questions addressed the following: the extent to which students’ rational number skills changed as a result receiving CRA-I, the extent to which students receiving CRA-I decreased their fraction estimation err…

  • The Effects of a CRA-I Intervention on Students’ Number Sense and Understanding of Addition

    Open AccessMargaret M Flores, Vanessa M HintonARTICLERemedial and Special Education2022

    As students develop understanding and fluency in single-digit operations such as addition, they develop sophisticated strategies and number sense (magnitude, number order, and composition). Deficits in number sense and reliance on inefficient approaches can lead to struggle in mathematics. Intervention research in this area reported effects on students’ automaticity. Research reported observational data regarding strategy-use, but not growth in n…

  • Teaching the partial products algorithm with the concrete representational abstract sequence and the strategic instruction model

    Open AccessMargaret M Flores, Alexcia J Moore et al.ARTICLEPsychology in the Schools2020

    Elementary standards include multiplication of single‐digit numbers and students advance to solve complex problems and demonstrate procedural fluency in algorithms. The ability to illustrate procedural fluency in algorithms is dependent on the development of understanding and reasoning in multiplication. Development of multiplicative reasoning provides the foundation for advanced mathematics and algebraic reasoning. For students who struggle in m…

  • Comparing the Picture Exchange Communication System and the iPadTM for Communication of Students with Autism Spectrum Disorder and Developmental Delay

    Open AccessDoris Adams Hill, Margaret M FloresARTICLETechTrends2014