Using CRA to teach algebra to students with math difficulties in inclusive settings

Author: 
Witzel, B .S.
Year: 
2005
This study compared student achievement in solving liner algebraic functions using a concrete- to-representational-to-abstract (CRA) sequence of instruction and a repeated abstract explicit instruction model. Six classes of students were randomly assigned to a treatment condition or comparison condition. Students participated in a total of 19 scripted lessons with detailed instructional steps.
Type: 
Research
Common Core State Standards: 
Reason Abstractly
Model with Mathematics
Make Sense of Problems
Instructional Strategies: 
Visual Representations
Modeling
Thinking Aloud
Understanding Problems

What's New on POWERUP?

AIR Informs Episode #6: Meeting the Needs of Students with Disabilities During COVID-19

Remote learning requires adjustment for all students, but students with disabilities face additional challenges during the COVID-19 quarantine. In the latest episode of AIR Informs, Allison Gandhi, managing researcher and director of AIR’s special education practice area, describes some of these obstacles and shares strategies to help students make the most of this time.