8/3/2019 Draw and Fast Draw
1/2
DD RAWRAW ANDAND FF ASTAST DD RAWRAW
DRAW and FAST DRAW are specific math strategies
taken from The Strategic Math Series. This series of
teachermanuals focuses on how to teach basic math facts
andoperations to students of any age and ability level. Contentis
built upon the concrete-representational-abstract methodof
instruction. In this approach, understanding of mathematics is
developed through the use of concreteobjects, representational
drawings, and an easy-to-learnstrategy that turns all students into
active problem solvers.
Harris, Miller and Mercer (1995) used this program toconduct a
study to determine the effects of teachingmultiplication skills to
diverse groups of students in theinclusive general classroom and
reported their results in thearticle Teaching initial
multiplication skills to students withdisabilities in general
education classrooms which has beenpublished in the Learning
Disabilities Research and journal.
References:
Harris, C.A., Miller, S.P, and Mercer, C.D. (1995).
Teachinginitial multiplication skills to students wit disabilities
ingeneral education classrooms. Earning disabilitiesResearch and
Practice, 10(3), 180-195.
*Instructional materials for Strategic Instruction Model
areavailable from Edge Enterprises, Inc., Lawrence, Kansas
8/3/2019 Draw and Fast Draw
2/2
Overview of the Article
The purpose of this study was to determine the effects of
teaching multiplication skills to diverse groups of students
ininclusive general education classes. The students were
secondgraders and included 99 normal achievers, 12 students
withlearning disabilities (LD), and one student with an
emotionaldisability. Six general education teachers were trained to
teach theMultiplication Facts 0 to 81 program to the diverse groups
of students regularly enrolled in their classes. A
multiple-baselineacross-classes design was used.
Results
The students with disabilities began instruction performing
at
about the same level on the pretests as the normal
achievers.During instruction, the median scores of the students
withdisabilities on learning sheets were about the same as those of
thenormal achievers. During the phase of instruction where
studentshad to demonstrate conceptual understanding of the
multiplicationprocess, the scores of the groups were also very
similar. Duringthe phase of instruction where students had to read
or write andsolve word problems, the students with disabilities
earned lowerscores than their peers. On the acquisition posttest,
the medianscore for students with disabilities was 70%, which was
15percentage points lower than the median score for the normal
achievers. Nevertheless, the posttest scores of the students
withdisabilities represented a 65 percentage point mean gain
overtheir pretest scores. On the fluency measures, the mean
rateincrease for the students with disabilities was 10 correct
digits perminute, and the mean rate increase for the normal
achievers was9 correct digits per minute.
Conclusions
This study shows that students with disabilities can
besuccessfully taught multiplication skills with the
Multiplication
Facts 0 - 81 program while enrolled in inclusive general
educationclasses. Their scores on learning sheets during
instruction werecomparable to the scores of normally achieving
peers except whenasked to read or write and solve word problems.
Their rate of solving multiplication problems was higher than the
rate of thenormal achievers. Their posttest acquisition scores were
somewhatlower than those of the normal achievers, which is probably
due totheir lower performance on the word problems on the test.
