An Investigation of the Use of Self-Regulated Strategy Development to Teach Long Division to Students with or At-Risk for Emotional Disturbance

Academic Article

Abstract

  • Division is an essential skill for math fluency and achievement in higher-order math skills. Using a partial quotients algorithm is one way to support a student’s ability to develop both conceptual and computational knowledge of long division. We used the self-regulated strategy development (SRSD) framework to develop lesson plans and a mnemonic to guide students through the long division process. Using a multiple-baseline across participants design, SRSD instruction resulted in a functional relation between the intervention and both correct answers and rubric scores. The intervention was implemented by a practitioner with high levels of fidelity and had high levels of acceptability from both teacher and student perspectives. We present limitations and future directions in this area.
  • Authors

    Published In

    Digital Object Identifier (doi)

    Author List

  • Losinski M; Thiele J; Ennis RP; Shaw A
  • Start Page

  • 169
  • End Page

  • 183
  • Volume

  • 44
  • Issue

  • 3