The Effects of a CRA-I Intervention on Students’ Number Sense and Understanding of Addition

As students develop understanding and fluency in single-digit operations such as addition, they develop sophisticated strategies and number sense (magnitude, number order, and composition). Deficits in number sense and reliance on inefficient approaches can lead to struggle in mathematics. Intervent...

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Published inRemedial and special education Vol. 43; no. 3; pp. 183 - 194
Main Authors Flores, Margaret M., Hinton, Vanessa M.
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.06.2022
SAGE Publications and Hammill Institute on Disabilities
SAGE PUBLICATIONS, INC
Subjects
Addition
Automaticity
Computation
Educational evaluation
Elementary School Students
Flexibility
Fluency
Instructional Materials
Intervention
Learning Strategies
Mathematics
Mathematics education
Mathematics Instruction
Mathematics Skills
Number Concepts
Students
Subtraction
Teaching Methods
Understanding
preferred intervention/RTI
mathematics
research methodology
instruction
single subject
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Summary:As students develop understanding and fluency in single-digit operations such as addition, they develop sophisticated strategies and number sense (magnitude, number order, and composition). Deficits in number sense and reliance on inefficient approaches can lead to struggle in mathematics. Intervention research in this area reported effects on students’ automaticity. Research reported observational data regarding strategy-use, but not growth in number sense and understanding of operations. This study investigated the effects of an intervention using the concrete-representational-abstract-integrated (CRA-I) sequence. The purpose of this study was to assess the effects of CRA-I on students’ number knowledge (magnitude, place value, and flexibility in strategy-use) and understanding of addition (commutative property and relation to subtraction). The researchers used a multiple probe across participants design. In addition, the researchers collected descriptive data on students’ automaticity. There was a functional relation between CRA-I and students’ number sense and understanding of addition, and students’ automaticity increased.
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ISSN:0741-9325
1538-4756
DOI:10.1177/07419325211038009