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

Bibliographic Data

ID21376677
AuthorsVanessa M Hinton (0000-0002-9312-3223, Department of Special Education, Rehabilitation, and Counseling Auburn University Auburn Alabama USA), Margaret M Flores (0000-0001-9684-3114, Department of Special Education, Rehabilitation, and Counseling Auburn University Auburn Alabama USA, corresponding author)
Year2024
Volume61
Issue8
Pages3339-3358
Publication date2024-08-01
Open AccessYes
TypeARTICLE
VenuePsychology in the Schools (JOURNAL)
Journal identifiersISSN: 0033-3085 • E-ISSN: 1520-6807
PublisherWiley (PUBLISHER • GB)
DOI10.1002/pits.23219
OpenAlexW4396228446
LanguageEN
References cited30

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 students receiving Tier 3 instruction within a multi‐tiered system of support participated in the study, using base 10 blocks, number lines, and arrays. The researchers used a multiple probe across students design and collected data regarding students’ progress, mastery, and conceptual understanding. There were functional relations between CRA‐I and each of the skills related to progress, mastery, and conceptual understanding. Implications and conclusions will be discussed

Conceptual framework · Mathematics education · Multiplication (music) · Psychological intervention · Sociology · Behavioral and Psychological Studies · Cognitive and developmental aspects of mathematical skills · Mathematics · Mathematics Education and Teaching Techniques · Psychology

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