A case study using CRA to teach students with disabilities to count using flexible numbers: Applying skip counting to multiplication

ABSTRACT

Children who struggle in mathematics have a limited understanding of the foundational processes of mathematics. A lack of conceptual understanding causes students to fall behind as they progress through the core curriculum. Children at high risk for developing mathematics disabilities fail to gain numeracy knowledge. The purpose of this case study was to investigate the effects of an explicit mathematics intervention using concrete-representational-abstract sequence to teach students to count in flexible ways and use skip counting as a strategy for multiplication for students with mathematics difficulties. Students were able to learn skip counting and improved in their multiplication abilities. Implications are also discussed.

KEYWORDS:

• Explicit instruction
• intervention
• mathematics
• skip counting

Additional information

Notes on contributors

Anna S. Gibbs

Anna S. Gibbs is a graduate student at Auburn University. She teaches special education at a rural elementary school. Her research interests include mathematics instruction for students with disabilities and working with students with low-socioeconomic-status backgrounds.

Vanessa M. Hinton

Vanessa M. Hinton is an assistant clinical professor at Auburn University. Her research interests are tiered instruction for students with mathematics difficulties and students with disabilities.

Margaret M. Flores

Margaret M. Flores is a professor at Auburn University. Her research interests include direct instruction, mathematics instruction, and strategy instruction for students with disabilities.