Kami Upton Article Reflection #4 Summary This article describes a study that the author conducted in order to test

the effectiveness of the CRA (Concrete-Representational-Abstract) intervention for teaching students with learning disabilities subtraction with regrouping. The author was a special education teacher that pulled five students that agreed to participate out of the general education classroom for a few short lessons on subtraction with regrouping. These students were chosen based on the low number of subtraction problems they got correct on a curriculum-based measure. First, the author established a baseline for each student to determine how many two-digit minus two-digit problems they could consistently get correct. She then started instruction using the CRA intervention. During each stage the author modeled, did some guided practice problems, and then assigned independent practice problems. During the concrete stage the students used blocks to represent each digit and place value. In the representation stage the students drew long, vertical lines for the tens place and tally marks on a horizontal line for the ones place. In both stages the students were then instructed to move the blocks and lines/tally marks to show regrouping. The results showed that four out of the five students improved significantly in fluency and accuracy of subtraction problems. Implications The implications of this study are that the strategy could be used in the general education elementary classroom and in secondary classrooms to help students with learning disabilities in all math classes. In the general education elementary classroom teachers can use CRA as part of a center rotation for those students that explicitly need the intervention. In secondary classrooms the intervention can be used in algebra to teach students basic algebraic concepts, especially students with learning difficulties/disabilities. Personal Experience We use the CRA intervention in algebra at the high school level. We started using it the first week of school when we reviewed how to add and subtract integers. We used two sided chips (one side red and the other yellow) to concretely represent zero pairs in adding and subtracting integers (yellow= 1positive integer and red=1negative integer). We then had the students journal the chips in their notes, and we had them draw representations of the chips for each problem. We then showed them mathematically how to add and subtract integers. We will do the same type of thing this week when solving equations. This time we will use the chips to represent units and cups to represent the xs in each problem. We will have them use the manipulatives, draw the representations, and then solve the equations algebraically. The chips were very effective the first week of school, and I was told that the cups and chips method was very effective last year.

Reference Flores, M. M. (2009). Teaching Subtraction With Regrouping to Students Experiencing Difficulty in Mathematics. Preventing School Failure, 53(3), 145-152. Retrieved from: http://media.etbu.edu:2202/ehost/pdfviewer/pdfviewer?sid=d62efc77-b2e7-4829-ae3e29b35fc3641d%40sessionmgr104&vid=6&hid=118