Developing Addition with Regrouping Competence among Second Grade Students with Mathematics Difficulties

Abstract The purpose of this study was to investigate the effectiveness of using the concrete-representational-abstract (CRA) teaching sequence with integrated strategy instruction for developing addition with regrouping competence among students with learning difficulties in mathematics. A total of 16 lessons were provided to 24 students during a six-week summer program. Students who received CRA with integrated strategy instruction outperformed comparison students on both computation and fluency. The two groups performed similarly on word problems and a discrimination/review measure. Based on these results, practical implications and suggestions for future study are provided.

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