Abstract:Recent multiplication with regrouping research shows that the combination of the concrete-representational-abstract (CRA) sequence and the Strategic Instruction Model (SIM) has been effective in several studies. More evidence is needed to demonstrate CRA-SIM's effectiveness across settings and students. Therefore, the purpose of this study was to replicate previous findings in which CRA-SIM led to improved performance of students receiving tertiary interventions. This study extended the research by including problem-solving application in order to align the intervention with current standards for mathematics. Three elementary students receiving tertiary interventions participated in the study. The researchers used a multiple baseline across students design to show a functional relation between CRA-SIM and student performance. In addition to mastery of multiplication with regrouping, students applied their knowledge, discriminating between different operations when solving word problems. The implications and program components that influenced these results will be discussed.

中文翻译：

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具体-表象-抽象序列与策略性教学相结合，提高小学生乘法能力和学后理解力

摘要：最近的乘法与重组研究表明，具体-表征-抽象 (CRA) 序列与战略指令模型 (SIM) 的结合在多项研究中是有效的。需要更多证据来证明 CRA-SIM 在不同环境和学生中的有效性。因此，本研究的目的是复制先前的发现，其中 CRA-SIM 导致接受高等教育干预的学生的表现得到改善。本研究通过包括解决问题的应用来扩展研究，以使干预与当前的数学标准保持一致。三名接受高等教育干预的小学生参加了这项研究。研究人员使用跨学生设计的多重基线来显示 CRA-SIM 与学生表现之间的功能关系。除了掌握乘法和重组外，学生们还运用他们的知识，在解决单词问题时区分不同的运算。将讨论影响这些结果的含义和计划组成部分。