Using the Concrete–Representational–Abstract Sequence with Integrated Strategy Instruction to Teach Subtraction with Regrouping to Students with Learning Disabilities

Mathematics continues to be one of the most challenging aspects of the school curriculum for students with learning disabilities. The provision of pedagogically sound foundational computation and word problem instruction in the elementary grades is critical for students to progress through the mathematics curriculum successfully. A multiple–probe–across–participants design was used to investigate the effects of explicit instruction using the concrete–representational–abstract sequence with integrated cognitive strategies to teach five fourth– and fifth–grade students how to subtract when regrouping is required. All five participants benefited from the scripted instructional lessons. Practical implications and suggestions for future research in this area are provided.