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Concrete Representational Abstract (CRA)

The Concrete-Representational-Abstract (CRA) approach is a three-step instructional method for teaching math concepts. It begins with using objects to physically represent problems at the concrete level, then uses pictures and images at the representational level, and finally uses only numbers and symbols at the abstract level. The approach builds on each stage in a gradual, systematic way and should be taught sequentially while allowing students ample time to practice at each level before advancing. Research shows this multi-sensory CRA method effectively helps students learn math concepts.

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Mary Jane S. Catipay
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710 views3 pages

Concrete Representational Abstract (CRA)

The Concrete-Representational-Abstract (CRA) approach is a three-step instructional method for teaching math concepts. It begins with using objects to physically represent problems at the concrete level, then uses pictures and images at the representational level, and finally uses only numbers and symbols at the abstract level. The approach builds on each stage in a gradual, systematic way and should be taught sequentially while allowing students ample time to practice at each level before advancing. Research shows this multi-sensory CRA method effectively helps students learn math concepts.

Uploaded by

Mary Jane S. Catipay
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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BECED 11

PREPARATORY LEARNING ACTIVITIY


Psychological Considerations in Teaching Mathematics

Concrete Representational Abstract (CRA)

Concrete Representational Abstract (CRA) is a three step instructional approach that has been
found to be highly effective in teaching math concepts.  The first step is called the concrete
stage.  It is known as the “doing” stage and involves physically manipulating objects to solve a
math problem.  The representational (semi-concrete) stage is the next step.  It is known as the
“seeing” stage and involves using images to represent objects to solve a math problem.  The final
step in this approach is called the abstract stage.  It is known as the “symbolic” stage and
involves using only numbers and symbols to solve a math problem.  CRA is a gradual systematic
approach.  Each stage builds on to the previous stage and therefore must be taught in sequence.
This approach is most commonly used in elementary grades, but can be found in some middle
and high school classrooms.
 
Steps
1. Teach the math concept using manipulatives (concrete level).
2. Allow ample opportunities for students to practice the concept using various
manipulatives.
3. Make sure students understand the concept at the concrete level before moving on to the
representational level.
4. Introduce pictures to represent objects (representational level).  Model the concept.
5. Provide plenty of time for students to practice the concept using drawn or virtual images.
6. Check student understanding.  Do not move to the abstract if students haven’t mastered
the representational level.
7. Teach students the math concept using only numbers and symbols (abstract level).
Model the concept.
8. Provide plenty of opportunities for students to practice using only numbers and symbols.
9. Check student understanding.  If students are struggling, go back to the concrete and
representational levels.
10. Once the concept is mastered at the abstract level, periodically bring back the concept for
students to practice and keep their skills fresh.
 Remember that modeling the concept and providing lots of opportunities to practice is
extremely important at all three levels.  Also, do not rush through the levels.  Students need time
to make connections and build on what they already know.  Give them time to process the
information before moving on to the next level.
Concrete Manipulative Examples:
 colored chips
 beans
 unifix cubes
 candy (ex. Skittles)
 popsicle sticks
 fraction blocks
 fraction pizzas / cakes
Representational Examples:
 tally marks
 dots
 circles
 pictures of objects
 
Benefits
 Provides students with a structured way to learn math concepts
 Students are able to build a better connection when moving through the levels of
understanding from concrete to abstract
 Makes learning accessible to all learners (including those with math learning disabilities)
 Taught explicitly using a multi-sensory approach
 Follows Universal Design for Learning guidelines
 Research has proven that this method is effective
 Able to use across grade levels, from early elementary through high school
 Aligned with NCTM standards
 Helps students learn concepts before learning rules
 Can be used in small groups or entire class

Explain briefly:
1. How is the CRA approach delivered in teaching
mathematics?
2. How can children learn mathematics with this approach?
3. How can a teacher acquire information about how children
learn mathematics with this approach?

NOTE: The output for this activity shall be sent to the Google
Classroom.

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