The Extent of Use of Concrete-Representational-Abstract (CRA) Model in Mathematics
DOI:
https://doi.org/10.53555/ms.v6i5.1307Keywords:
Concrete-Representational-Abstract, academic performanceAbstract
This study aimed to determine the extent of use of CRA model in Mathematics. The schools covered by this study were the 5 secondary schools in the Division of Negros Occidental of School Year 2015 – 2016. There were 267 Grade 8 students who were taken as respondents of the study. The study was descriptive and correlational in nature. The research utilized mean, weighted mean and Pearson Product- Moment Coefficient of Correlation. The study revealed that the extent of teachers’ use of CRA model in addition and subtraction of integers, multiplication and division of integers, polynomials, linear equations in one unknown, factoring, addition of rational numbers, algebraic word problem and angles as perceived by the students was “high”. Likewise, the study further revealed that the academic performance of more or less one-fourth of the students in Mathematics was in the “developing” level.
Downloads
References
Akyüz, D., Stephan, M., & Dixon, J. K. (2012). The role of the teacher in supporting imagery in understanding integers. Egitim ve Bilim, 37(163), 268.
Anstrom, T. (n.d.). Supporting students in mathematics through the use of manipulatives. Washington, DC: Center for Implementing Technology in Education.
Badarudin, B. R. H., & Khalid, M. (2008). Using The Jar Model To Improve Students’ Understanding of Operations on Integers. PROCEEDINGS OF ICME-11–TOPIC STUDY GROUP 10 RESEARCH AND DEVELOPMENT IN THE TEACHING AND LEARNING OF NUMBER SYSTEMS AND ARITHMETIC, 85.
Bender, W. (2009) Differentiating math Instruction: Strategies that work for K – 8Classrooms. Thousand Oaks Corwin Press.
Bohol C. M. (2013). High School Students’ Perception on Fractions in Relation to Their Performance. Foundation University.
Bolyard, J., & Moyer-Packenham, P. (2006). The impact of virtual manipulatives on student achievement in integer addition and subtraction. Technology, 2, 879.
Butler, F. M., Miller, S. P., Crehan, K., Babbitt, B., & Pierce, T. (2003). Fraction instruction for students with mathematics disabilities: Comparing two teaching sequences. Learning Disabilities Research & Practice, 18(2), 99-111.
Cass, M., Cates, D., Smith, M., & Jackson, C. (2003). Effects of manipulative instruction on solving area and perimeter problems by students with learning disabilities. Learning Disabilities Research & Practice, 18(2), 112-120.
Eastburn, J.A. (2011).The Effects of a Concrete- Representational- Abstract (CRA) Instructional Model on Tier 2 First Grade Math Students in a Response to Intervention… for Number Sense and Computational Fluency.
Estoconing E. B.(2015).Grade 8 Students’ Common Errors and Performance in Integer Operations: A Basis for a Remediation Program. Foundation University.
Feril, L. (2014). Teachers’ Self- Efficacy in Teaching Mathematics: Its Relationship to Pupils’ Academic Performance. Foundation University.
Flores, M. M. (2009). Using the Concrete–Representational–Abstract Sequence to Teach with Regrouping to Students at Risk for Failure. Remedial and Special Education.
Flores, M. m., Hinton, V. M., Terry, S. L., & Strozier, S. D. (2014). Using the Concrete-representational-abstract Sequence and the Strategic Instructional Model to Teach Computation to Students with Autism Spectrum Disorders and Developmental Disabilities. Education & Training in Autism & Developmental Disabilities, 49(4), 547-554.
Fuson, K. C., & Briars, D. J. (1990). Using a base-ten blocks learning/teaching approach for first-and second-grade place-value and multidigit addition and subtraction. Journal for research in mathematics education, 180-206.
Futalan, C.Z. (1998). Solutions Manual in Selected Topics in Differential Calculus: Its Effect on Students’ Achievement. Foundation University.
Gersten, R., Chard, D.J.., Jayanthi, M.J., Baker, S.K., Morphy, P., & Flojo, J. (2009). Mathematics instruction for students with learning disabilities: A meta-analysis of instructional components. Review of Educational Research, 79, 1202-1242. doi 10. 3102/0034654309334431
Hauser, Jane. (2009). Concrete-Representational-Abstract Instructional Approach. Retrieved from the Access Center: Improving Outcomes for All Students k – 8.
Heddens, J. W. Improving mathematics teaching by using manipulatives. Kent State University.
Hill, C. (2008). Adding integers: From the classroom to the field. Mathematics for every student: Responding to diversity grades 6, 8, 39-46.
Jordan, L., Miller, M.D., & Mercer, C. D., (1999). The effects of concrete to semi- concrete to abstract instruction in the acquisition and retention of fraction concepts and skills. Learning Disabilities: A Multidisciplinary Journal, 9, 115-122.
Lauren, N.V. & S. Lee (2012). Difficulties with Mathematics.
Learning Leads (2012) . Concrete- Representational- Abstract Strategy.
Making Education Fun, MEF (2012). Concrete Representational Abstract (CRA).
http://makingeducationfun.wordpress.com/2012/04/29/concrete-representational-abstract.
Mancl, D. B., Miller, S. P., & Kennedy, M. (2012). Using the Concrete‐Representational‐Abstract Sequence with Integrated Strategy Instruction to Teach Subtraction with Regrouping to Students with Learning Disabilities.Learning Disabilities Research & Practice, 27(4), 152-166
Math VIDS (2012). Concrete- Representational- Abstract (CRA) Process. MathVIDS’Concrete-Representational-Abstract Sequence of Instruction http://www.coedu.usf.edu/main/departments/sped/mathvids/strategies/cra.html
McCallum, W. (2011). Standards for Mathematical Practice. Tools for the Common Core Standards (blog). accessed June, 7, 2011.
McGahan, K. (2014). Algebra Tiles in the High School Mathematics Classroom. Studies in Teaching 2014 Research Digest, 55.
Mercer, C.D., & Miller, S.P., (1992). Teaching students with learning problems in math to achieve, understand and apply basic math facts. Remedial and Special Education, 13, 19-35.
Mendeita, G.,(2012). Pictorial mathematics: An engaging visual approach to the teaching and learning of mathematics.
Mendieta, G., & Vargus, A. M. (2006). Pictorial mathematics: An engaging visual approach to the teaching and learning of mathematics. Meaningful Learning.
Miller, S.P., & Kaffar, B. J., (2011). Developing addition with regrouping competence among second grade students with Mathematics difficulties. Investigations in Mathematics Learning, 4, 24-49.
Miller, S. P., & Kaffar, B. J. (2011). Developing Addition and Regrouping Competence among Second Grade Students. Investigations in Mathematics Learning, 4(1), 25-51.
Morallo, (2012). A Validated Workbook in Mathematics for Grade Six Pupils. Foundation University.
Moyer, P. S., & Jones, M. G. (2004). Controlling choice: Teachers, students, and manipulatives in mathematics classrooms. School Science and Mathematics, 104(1), 16-31.
Panzo, A.B. (2012). Instructional Materials and Activities in Mathematics: Their Impact on High School Students’ Academic Performance. Foundation University.
Pagbonocan. A.S. (2015). Pupils’ Errors in Solving Word Problems: An Analysis Using Newman Procedure. Foundation University.
Rivera, F. (2010). There is more to mathematics than symbols. Mathematics Teaching, 218, 42-47.
Sapuan, L.L. (2013). Games in Mathematics in Relation to the Grade VI Pupils’ Academic Performance in Mathematics. Foundation University.
Sealander, K.A., Johnson, J.R., Lockwood, A. B., & Medina, C. M. (2012). Concrete- semi concrete- abstract (CSA) instruction: A decision rule for improving instructional efficacy. Assessment for Effective Intervention, 30, 53-65.
Sousa, D.A. (2008) How the Brain Learns Mathematics Edition: Illustrated Publishedby Corwin Press, 2007 ISBN 1412953065, 9781412953061 p. 186-189.
Special Connections, (2005). From concrete to representational to abstract. Retrieved April 9, 2009, from the Special Connections Web site:http://www.specialconnections.ku.edu/cgi bin/cgiwrap/specconn/main.php?cat=instruction&subsection=math/cra.
Strickland, T. K., & Maccini, P. (2012). Effects of Concrete–Representational–Abstract Integration on the Ability of Students with Learning Disabilities to Multiply Linear Expressions within Area Problems. Remedial and Special Education, 0741932512441712.
Strozier, S. D. (2012). The Effects of Concrete-Representational-Abstract Sequence and a Mnemonic Strategy on Algebra Skills of Students Who Struggle in Math (Doctoral dissertation, Auburn University).
University of Kansas (2013). Concrete-to-Representational-to- Abstract (C-R-A)
Instruction.http://www.specialconnections.ku.edu/?q=instruction/
Mathematics/teachertools/concrete-to--representational-to-abstract-instruction.
Witzel, B. S. (2005). Using CRA to teach algebra to students with math difficulties ininclusive settings. Learning Disabilities—A Contemporary Journal,3(2), 49-60.
Witzel, B.S., Mercer, C.D., & Miller, M.D.(2003)“Teaching Algebra to students with Learning Difficulties: An investigation of an explicit Instruction Model.” Learning Disabilities Research and Practice, 18 (2)121-131.
Witzel, B.S.,Riccomini, P. J.,& Schneider, E.(2008). Implementing CRA with secondary students with learning disabilities in mathematics. Intervention in School and Clinic. 43, 270 276.doi:10.1177/1053451208314734
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 International Journal For Research In Mathematics And Statistics (ISSN: 2208-2662)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
In consideration of the journal, Green Publication taking action in reviewing and editing our manuscript, the authors undersigned hereby transfer, assign, or otherwise convey all copyright ownership to the Editorial Office of the Green Publication in the event that such work is published in the journal. Such conveyance covers any product that may derive from the published journal, whether print or electronic. Green Publication shall have the right to register copyright to the Article in its name as claimant, whether separately
or as part of the journal issue or other medium in which the Article is included.
By signing this Agreement, the author(s), and in the case of a Work Made For Hire, the employer, jointly and severally represent and warrant that the Article is original with the author(s) and does not infringe any copyright or violate any other right of any third parties, and that the Article has not been published elsewhere, and is not being considered for publication elsewhere in any form, except as provided herein. Each author’s signature should appear below. The signing author(s) (and, in
