Concrete–Representational–Abstract (CRA) Instructional Approach in an Algebra I Inclusion Class: Knowledge Retention Versus Students’ Perception
Sherri K. Prosser,
Stephen F. Bismarck
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 p… Show more
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