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    Concrete Representational Abstract (CRA)

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    Mary Jane S. Catipay
    The Concrete-Representational-Abstract (CRA) approach is a three-step instructional method for teaching math concepts. It begins with using objects to physically represent problems at the concrete level, then uses pictures and images at the representational level, and finally uses only numbers and symbols at the abstract level. The approach builds on each stage in a gradual, systematic way and should be taught sequentially while allowing students ample time to practice at each level before advancing. Research shows this multi-sensory CRA method effectively helps students learn math concepts.

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    Concrete Representational Abstract (CRA)

    Uploaded by

    Mary Jane S. Catipay
    191 views3 pages
    The Concrete-Representational-Abstract (CRA) approach is a three-step instructional method for teaching math concepts. It begins with using objects to physically represent problems at the concrete level, then uses pictures and images at the representational level, and finally uses only numbers and symbols at the abstract level. The approach builds on each stage in a gradual, systematic way and should be taught sequentially while allowing students ample time to practice at each level before advancing. Research shows this multi-sensory CRA method effectively helps students learn math concepts.

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    WEEK-4

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    The Concrete-Representational-Abstract (CRA) approach is a three-step instructional method for teaching math concepts. It begins with using objects to physically represent problems at the concrete level, then uses pictures and images at the representational level, and finally uses only numbers and symbols at the abstract level. The approach builds on each stage in a gradual, systematic way and should be taught sequentially while allowing students ample time to practice at each level before advancing. Research shows this multi-sensory CRA method effectively helps students learn math concepts.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    191 views3 pages

    Concrete Representational Abstract (CRA)

    Uploaded by

    Mary Jane S. Catipay
    The Concrete-Representational-Abstract (CRA) approach is a three-step instructional method for teaching math concepts. It begins with using objects to physically represent problems at the concrete level, then uses pictures and images at the representational level, and finally uses only numbers and symbols at the abstract level. The approach builds on each stage in a gradual, systematic way and should be taught sequentially while allowing students ample time to practice at each level before advancing. Research shows this multi-sensory CRA method effectively helps students learn math concepts.

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    of 3

    BECED 11

    PREPARATORY LEARNING ACTIVITIY


    Psychological Considerations in Teaching Mathematics

    Concrete Representational Abstract (CRA)

    Concrete Representational Abstract (CRA) is a three step instructional approach that has been
    found to be highly effective in teaching math concepts.  The first step is called the concrete
    stage.  It is known as the “doing” stage and involves physically manipulating objects to solve a
    math problem.  The representational (semi-concrete) stage is the next step.  It is known as the
    “seeing” stage and involves using images to represent objects to solve a math problem.  The final
    step in this approach is called the abstract stage.  It is known as the “symbolic” stage and
    involves using only numbers and symbols to solve a math problem.  CRA is a gradual systematic
    approach.  Each stage builds on to the previous stage and therefore must be taught in sequence.
    This approach is most commonly used in elementary grades, but can be found in some middle
    and high school classrooms.
     
    Steps
    1. Teach the math concept using manipulatives (concrete level).
    2. Allow ample opportunities for students to practice the concept using various
    manipulatives.
    3. Make sure students understand the concept at the concrete level before moving on to the
    representational level.
    4. Introduce pictures to represent objects (representational level).  Model the concept.
    5. Provide plenty of time for students to practice the concept using drawn or virtual images.
    6. Check student understanding.  Do not move to the abstract if students haven’t mastered
    the representational level.
    7. Teach students the math concept using only numbers and symbols (abstract level).
    Model the concept.
    8. Provide plenty of opportunities for students to practice using only numbers and symbols.
    9. Check student understanding.  If students are struggling, go back to the concrete and
    representational levels.
    10. Once the concept is mastered at the abstract level, periodically bring back the concept for
    students to practice and keep their skills fresh.
     Remember that modeling the concept and providing lots of opportunities to practice is
    extremely important at all three levels.  Also, do not rush through the levels.  Students need time
    to make connections and build on what they already know.  Give them time to process the
    information before moving on to the next level.
    Concrete Manipulative Examples:
     colored chips
     beans
     unifix cubes
     candy (ex. Skittles)
     popsicle sticks
     fraction blocks
     fraction pizzas / cakes
    Representational Examples:
     tally marks
     dots
     circles
     pictures of objects
     
    Benefits
     Provides students with a structured way to learn math concepts
     Students are able to build a better connection when moving through the levels of
    understanding from concrete to abstract
     Makes learning accessible to all learners (including those with math learning disabilities)
     Taught explicitly using a multi-sensory approach
     Follows Universal Design for Learning guidelines
     Research has proven that this method is effective
     Able to use across grade levels, from early elementary through high school
     Aligned with NCTM standards
     Helps students learn concepts before learning rules
     Can be used in small groups or entire class

    Explain briefly:
    1. How is the CRA approach delivered in teaching
    mathematics?
    2. How can children learn mathematics with this approach?
    3. How can a teacher acquire information about how children
    learn mathematics with this approach?

    NOTE: The output for this activity shall be sent to the Google
    Classroom.

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