A Comparison of the Effectiveness of Using CRA-SIM vs. Direct Instruction to Teach Multiplication With Regrouping
DOI:
https://doi.org/10.28987/ijrld.4.1.27Keywords:
multiplication, mathematics difficulties, CRA-SIM, Direct InstructionAbstract
Mathematics learning standards across the United States include conceptual knowledge of numbers and use of modeling and explanation within computation. The concrete- representational-abstract (CRA) sequence and the Strategic Instruction Model (SIM) have been shown to be effective in increasing students’ fluency in computation, including multiplication with regrouping, with a focus on conceptual knowledge. To date, the CRA- SIM multiplication research has not included a comparison to another method. The purpose of this study was to fill this gap by comparing CRA-SIM to Direct Instruction (DI). Twenty-nine elementary- and middle-level students with and without disabilities received either CRA-SIM or DI. While each program resulted in increased fluency in multiplication with regrouping, CRA-SIM led to slight increases in fluency compared to DI. Implications and program components that influenced these results will be discussed.
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Copyright (c) 2023 Margaret M. Flores, Bradley J. Kaffar , Vanessa Hinton
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