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Concrete–Representational–Abstract (CRA) Instructional Approach in an Algebra I Inclusion Class: Knowledge Retention Versus Students’ Perception

Concrete–Representational–Abstract (CRA) Instructional Approach in an Algebra I Inclusion Class: Knowledge Retention Versus Students’ Perception

Authors :
Sherri K. Prosser
Stephen F. Bismarck
Source :
Education Sciences, Vol 13, Iss 10, p 1061 (2023)
Publication Year :
2023
Publisher :
MDPI AG, 2023.

Abstract

Mathematical manipulatives and the concrete–representational–abstract (CRA) instructional approach are common in elementary classrooms, but their use declines significantly by high school. This paper describes a mixed methods study focused on knowledge retention and perceptions of students in a high school Algebra I inclusion class after a lesson on square roots using a novel algebra manipulative. Twenty-five students in a high school Algebra I inclusion class engaged in an interactive lesson on square roots paired with the manipulative to support their conceptual understanding. Participants completed a pretest, a post-treatment questionnaire, and a delayed post-test. The two-sample t test showed a significant difference in students’ pretest–post-test scores. However, conventional content analysis of the questionnaires showed that most students did not believe the CRA instructional approach supported their learning. Implications include increased use of manipulatives to teach abstract algebraic topics to support students’ conceptual understanding and destigmatizing the use of manipulatives in secondary mathematics classrooms.

Details

Language :
English
ISSN :
22277102
Volume :
13
Issue :
10
Database :
Directory of Open Access Journals
Journal :
Education Sciences
Publication Type :
Academic Journal
Accession number :
edsdoj.1ba88985ca384be483fc9fe87b86d1c6
Document Type :
article
Full Text :
https://doi.org/10.3390/educsci13101061