Concrete-to-Representational-to-Abstract (CRA) Algebra Model: Teaching Algebra to Middle School Students with Math Difficulties in Inclusive Settings
Intervention Details
Subject
MathAcademic Program
General EducationDuration
19 lessons, with each lesson lasting 50 minutesGrades
6, 7Personnel
General Education Teacher
Intervention Summary
The CRA (Concrete-Representational-Abstract) algebra model is a teaching approach that targets middle school students' understanding of algebraic concepts, particularly those with math difficulties in inclusive settings. The program uses a multisensory approach, incorporating concrete objects, pictorial representations, and abstract notation to help students learn algebraic concepts. The model is designed to portray concepts for solving for variables with multiple coefficients, fractions, and exponents, and is capable of generalized use to many algebra skills. The program consists of 19 lessons, with each lesson including four steps: introducing the concept, modeling the procedure, guiding students through the procedure, and having students work independently. The program uses manipulative objects, pictorial representations, and abstract notation to help students learn algebraic concepts, and is designed to be used in a classroom setting.
Grades
6, 7Personnel
General Education TeacherStatistical Finding Summary
Positive effect on algebra skills for students who learned through multisensory algebra compared to traditional abstract instruction
Positive effect on algebra skills for students with high math achievement who learned through multisensory algebra
No significant difference in algebra skills between 6th and 7th graders who learned through multisensory algebra or traditional abstract instruction
Source
Bradley S., W. (2005). Using CRA to Teach Algebra to Students with Math Difficulties in Inclusive Settings (EJ797683). ERIC. https://files.eric.ed.gov/fulltext/EJ797683.pdf.
Data Sample by Population
These charts show the characteristics of the student populations studied. When assessing programs, you may want to prioritize interventions that yielded success in a similar demographic environment as your school or district.
The subgroup population data as studied here are not available. That means that while this study may work well for your setting, we cannot say based on the published study and results from our system’s reading of that study what the school/district subgroup characteristics were when evaluated here.