NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 8 results Save | Export
The Effects of Using Length Models to Teach Fraction and Decimal Translation
Peer reviewed Peer reviewed
Direct linkDirect link
Megan Rojo; Sarah G. King; Jenna Gersib; Christian T. Doabler – Learning Disability Quarterly, 2025
Competence with rational numbers is essential for mathematics proficiency in secondary mathematics. However, many students struggle with rational number concepts, and students with mathematics difficulties struggle even more. The purpose of this study was to examine the effects of an intervention that incorporated the use of explicit instruction…
Descriptors: Mathematics Instruction, Intervention, Direct Instruction, Models
Using CRA-I to Teach Fraction and Decimal Concepts to Students with Learning Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Margaret M. Flores; Vanessa M. Hinton; Kelly B. Schweck – Learning Disability Quarterly, 2024
The purpose of this study was to investigate the effects of the concrete-representational-abstract--integrated (CRA-I) sequence on students with learning disabilities' performance when learning fraction and decimal concepts. Three elementary-level students in Grades 4 and 6 participated in a single-case multiple probe across behaviors study. The…
Descriptors: Elementary School Students, Grade 4, Grade 6, Students with Disabilities
Using the Concrete-Representational-Abstract Sequence to Teach Conceptual Understanding of Basic Multiplication and Division
Peer reviewed Peer reviewed
Direct linkDirect link
Milton, Jessica H.; Flores, Margaret M.; Moore, Alexcia J.; Taylor, Ja'Lia J.; Burton, Megan E. – Learning Disability Quarterly, 2019
To meet increasingly complex mathematics standards in late elementary school, students must conceptually understand and be fluent in the operations of multiplication and division. This includes understanding the operations' inverse relation. The purpose of the study was to investigate the effects of alternating concrete-representational-abstract…
Descriptors: Multiplication, Arithmetic, Mathematics Instruction, Elementary School Mathematics
WISC-R Arithmetic Subtest Performance of Mathematically Handicapped and Non-Mathematically Handicapped LD Students as a Function of Presentation/Response Behaviors and Vocabulary Interactions.
Peer reviewed Peer reviewed
Levy, William K. – Learning Disability Quarterly, 1981
The Wechsler Intelligence Scale for Children-Revised arithmetic subtest revealed a significant difference in performance between sixth graders with learning disabilities, including arithmetic, and Ss who were learning disabled in areas other than arithmetic. A significant main effect was associated with type of presentation/response behaviors. (CL)
Descriptors: Arithmetic, Intermediate Grades, Learning, Learning Disabilities
Remediating Systematic Inversion Errors in Subtraction through the Use of Demonstration and Feedback.
Peer reviewed Peer reviewed
Blankenship, Colleen S. – Learning Disability Quarterly, 1978
A demonstration-plus-feedback technique was applied in an attempt to reduce the systematic inversion errors in subtraction in nine learning disabled students (ages 9-11 years). Journal availability: see EC 112 927. (DLS)
Descriptors: Arithmetic, Elementary Education, Exceptional Child Research, Generalization
Strategy Instruction in Mathematics.
Peer reviewed Peer reviewed
Goldman, Susan R. – Learning Disability Quarterly, 1989
Experiments in strategy instruction for mathematics have been conducted using three models (direct instruction, self-instruction, and guided learning) applied to the tasks of computation and word problem solving. Results have implications for effective strategy instruction for learning disabled students. It is recommended that strategy instruction…
Descriptors: Arithmetic, Classroom Techniques, Computation, Learning Disabilities
Using Count-Bys to Increase Multiplication Facts Fluency.
Peer reviewed Peer reviewed
McIntyre, Susan B.; And Others – Learning Disability Quarterly, 1991
The "count-by" technique of multiplication was taught to a fourth grade student with learning disabilities. The student learned to count by numbers not typically taught (e.g., fours, sevens, and eights). The method resulted in substantial increases in correct multiplications performed per minute, which were maintained and generalized to…
Descriptors: Arithmetic, Case Studies, Computation, Elementary Education
Influence of Modeling on Acquisition and Generalization of Computational Skills: A Summary of Research Findings from Three Sites.
Peer reviewed Peer reviewed
Rivera, Diane M.; Smith, Deborah D. – Learning Disability Quarterly, 1987
The use of demonstration plus permanent model (DPM) as a teaching strategy was evaluated with 19 learning disabled students (ages 9-14) in the area of computational skills. Results indicated that DPM effectively helped students acquire computational skills across instructional sequences for addition, subtraction, and multiplication. (Author/DB)
Descriptors: Arithmetic, Computation, Demonstrations (Educational), Elementary Secondary Education