DOI QR코드

DOI QR Code

Using Concrete-representational-abstract Integrated Sequence to Teach Geometry to Students who Struggle

  • Flores, Margaret (Department of Special Education, Rehabilitation, and Counseling, Auburn University)
  • Received : 2022.05.19
  • Accepted : 2022.07.28
  • Published : 2022.09.30

Abstract

The concrete-representational-abstract integrated (CRA-I) sequence is an explicit approach for teaching students who struggle in mathematics. This approach is beneficial because it assists students in the development of conceptual understanding. This article describes how the approach is used in general as well as its use with a specific geometry concept, area of a rectangle. The author will describe why one might choose CRA-I and the steps needed for implementation. Finally, the CRA-I steps will be shown with a lesson series related to teaching the concept of area. The article will describe lesson activities, methods, materials, and procedures.

Keywords

References

  1. Archer, A., L., & Hughes, C. A. (2011). Explicit instruction: Effective and efficient teaching. Guilford.
  2. Badinlou, F., Kormi-Nouri, R., Mousavi Nasab, S., M., & Knopf, M. (2017). Developmental differences in episodic memory across school ages: evidence from enacted events performed by self and others. Memory, 1, 84-94. https://doi.org/10.1080/09658211
  3. Bouck, E. C., Satsangi, R. Park, J. (2018). The concrete-representational-abstract approach for students with learning disabilities: An evidence-based synthesis. Remedial and Special Education, 39(4), 211-228. https://doi.org/10.1177/0741932517721712
  4. Bryant, D. P. (2021). Intensifying mathematics interventions for struggling students. Guildford.
  5. Flores, M. M., & Hinton, V. M. (2022). The effects of a CRA-I intervention on students' number sense and understanding of addition. Remedial and Special Education, 43(3), 183-194. https://doi.org/1177/07419325211038009 1038009
  6. Flores, M. M., Morano, S., Meyer, J. M., & Hinton, V. (2022). Teaching fraction magnitude to elementary students. Journal of Education for Children Placed at Risk, 27(2), 127-146. https://doi.org/10.1080/10824669.2021.2009346
  7. Hudson, P., & Miller, S. P. (2006). Designing and implementing mathematics instruction for students with diverse learning needs. Pearson.
  8. McLeskey, J., Maheady, L., Billingsley, B., Brownell, M. T., & Lewis, T. J. (2022). High leverage practices for inclusive classrooms. Council for Exceptional Children.
  9. Morano, S., Flores, M. M., Hinton, V. M., Meyer, J. M. (2020). A comparison of concreterepresentational-abstract-integrated fraction interventions for students with disabilities. Exceptionality, 28(2), 77-91. https://doi.org/10.1080/09362835.2020.1727328
  10. Nys, J., & Content, A. (2010). Complex metal arithmetic: The contribution of the number sense. Canadian Journal of Experimental Psychology, 64(3), 215-220. https://doi.org/10.1037/a0020767
  11. Peltier, C., Vannest, K. J., Morin, K. L., Sinclair, T. E., & Sallese, M. R. (2020). A systematic review of teacher-mediated interventions to improve the mathematical performance of students with emotional and behavioral disorders. Exceptionality, 28(2), 121-141. https://doi.org/10.1080/09362835.2020.1771717
  12. Strickland, T. K., & Maccini, P. (2013). The effects of the concrete-representationalabstract integration strategy on the ability of students with learning disabilities to multiply linear expressions within area problems. Remedial and Special Education, 34(3), 142-153. https://doi.org/10.1177/0741932512441712
  13. Tournaki, N. (2003). The differential effects of teaching addition through strategy instruction versus drill and practice to students with and without learning disabilities. Journal of learning Disabilities, 36(5), 449-458. https://doi.org/10.1177/00222194030360050601
  14. Zhang, X., Rasanen, P., Koponen, T., Aunola, K., Lerkkanen, M., & Nurmi, J. (2020). Early cognitive precursors of children's mathematics learning disability and persistent low achievement: A 5-year longitudinal study. Child Development, 19(1), 7-27. https://doi.org/10.1111/cdev.13123
  15. Zwanch, K., & Wilkins, J. L. M. (2021). Releasing the conceptual spring to construct multiplicative reasoning. Educational Studies in Mathematics, 106(1), 151-170. https://doi.org/10.1007/s10649-020-09999-4