Using the concrete representational abstract (CRA) instructional framework for mathematics with students with emotional and behavioral disorders

ABSTRACT

Mr. Buxton is a perplexed elementary mathematics teacher. He co-teaches a second-grade classroom, with Ms. Snyder. In their classroom they have 25 students; five are identified as academically at risk, and three receive special education services. In the past Mr. Buxton successfully used an instructional approach consisting of (a) modeling, (b) guided practice, (c) independent practice, and (d) formative assessment. Currently, students are struggling to subtract two- and three-digit numbers requiring regrouping. The co-teacher, Ms. Snyder, suggests that the students need more visuals and concrete examples during instruction.

Mrs. Zampelli teaches third grade in a general education classroom. She has support from the special education teacher and a paraeducator who provide consultation and instructional coaching. Of the 18 students in her class, nine have Individual Education Programs. The special education teacher, Mr. Ortiz, provides great suggestions to make learning “hands-on.” However, the concept of fractions and specifically comparing fractions with like numerators or denominators causes problems every year. Both teachers emphasize multiple representations (e.g., fraction cubes, fraction circles, fraction bars, number lines) of the concepts. Students are able to solve problems when working with manipulatives but struggle to solve problems in the abstract. Leading teammates suggest a more structured framework for incorporating manipulatives and representations.

KEYWORDS:

• Concrete representational abstract
• emotional and behavioral disorders
• mathematics instruction

Additional information

Notes on contributors

Corey Peltier

Corey Peltier is a doctoral student at Texas A&M University. His current research interests include mathematics instruction for students identified with disabilities, teacher preparation, and the use of meta-analytic procedures for empirical research.

Kimberly J. Vannest

Kimberly J. Vannest is a professor, Yates Fellow, and CTE Montague Teaching Scholar in the Department of Educational Psychology at Texas A&M University. Her research interests include interventions for students with and at risk of emotional behavioral disorders, measurement, and single-case research. Recent projects include a-foci on the military-connected child.