Using the CRA-I Strategy to Develop Conceptual and Procedural Knowledge of Quadratic Expressions

Strickland, Tricia K.

doi:10.1177/0040059916673353

Cited by 12 publications

(14 citation statements)

References 11 publications

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“…Just as research has shown the benefits of concrete manipulatives for teaching students with LD (e.g., Agrawal & Morin, 2016; Cass et al, 2003; Flores et al, 2014; Witzel, 2005; Witzel et al, 2003), our results offer evidence demonstrating the value of virtual manipulatives for this population to learn procedural and conceptual knowledge in subject areas such as algebra following one-on-one instruction using explicit instruction. In addition, our findings extend the work of Satsangi and Bouck (2014) and Satsangi et al (2016) suggesting virtual manipulatives can produce comparable outcomes to the CRA-I sequence (Strickland, 2017) for secondary students who struggle in algebra. Students in our study successfully demonstrated the ability to solve multistep linear equations using a virtual balance while simultaneously solving problems in symbolic notation form on their assessment sheets; this approach mirrors the design principles of the CRA-I sequence used successfully for comparable populations of students with concrete manipulatives (Strickland & Maccini, 2012, 2013).…”

Section: Discussionsupporting

confidence: 77%

“…The CRA integration (CRA-I) sequence emphasizes the simultaneous presentation of algebraic concepts using concrete manipulatives, representational illustrations, and symbolic notation (Hudson & Miller, 2006). Strickland (2017) argued the immediate introduction of problems in symbolic notation when teaching a new concept may aid students in transitioning quicker from the concrete stage to solving problems in abstract notation than compared with the traditional CRA sequence. The CRA-I sequence was shown successful in teaching skills such as multiplying linear expressions and factoring quadratic expressions to students with high incidence disabilities (Strickland & Maccini, 2012, 2013).…”

Section: Strategies For Students With Ldmentioning

confidence: 99%

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Studying Virtual Manipulatives Paired With Explicit Instruction to Teach Algebraic Equations to Students With Learning Disabilities

Satsangi

Hammer

Hogan

2018

Learning Disability Quarterly

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Over the last two decades, the significance of academic achievement for students with disabilities in K-12 education has increased. To meet the needs of this population, educators turned to innovative strategies and technologies for instructional support in the classroom. For students with a learning disability, the need for such solutions is vital to address many of the academic struggles they face in the area of mathematics education. One evidence-based strategy shown to support instruction for students with a learning disability is the use of manipulatives. Although concrete manipulatives were extensively studied for this population, the virtual form of this technology lacks comparable research. Using a multiple probe design across three secondary students with a learning disability in mathematics, this study assessed the benefits of an instructional strategy using a virtual manipulative balance paired with explicit instruction to teach multistep linear equations. Results showed increased percent accuracy and independence scores for all three students across an intervention and maintenance phase. These findings and their broader implications for the field of mathematics education are discussed.

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Section: Discussionsupporting

confidence: 77%

Section: Strategies For Students With Ldmentioning

confidence: 99%

Studying Virtual Manipulatives Paired With Explicit Instruction to Teach Algebraic Equations to Students With Learning Disabilities

Satsangi

Hammer

Hogan

2018

Learning Disability Quarterly

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“…The positive findings of this study contribute to the body of research documenting the success of virtual manipulatives to teach procedural and conceptual knowledge within mathematics, and more specifically within the task of solving multistep linear equations. This study is the third known study to demonstrate the benefits of teaching algebraic content using virtual manipulatives to students with a learning disability in mathematics while simultaneously introducing problems in symbolic notation form (see Satsangi & Bouck, ; Satsangi et al., ), thus replicating the CRA‐I sequence (Strickland, ) using virtual manipulatives in place of the concrete as well as the representational phase. Students in this study successfully learned how to solve three‐step linear equations using a virtual balance on a computer screen while concurrently solving each equation as it was presented in symbolic notation form on paper.…”

Section: Discussionmentioning

confidence: 99%

Teaching Multistep Equations with Virtual Manipulatives to Secondary Students with Learning Disabilities

Satsangi

Hammer

Evmenova

2018

Learn Disabil Res Pract

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Students with learning disabilities often struggle with the academic demands presented in secondary mathematics curricula. To combat these students' struggles, researchers have studied various pedagogical practices and classroom technologies for teaching standards covered in subjects such as algebra and geometry. However, as the role of computer-and tablet-based technologies in education grows, some areas of study, such as the use of virtual manipulatives, lack exploration. This study sought to assess the benefits of virtual manipulatives to teach secondary students with a learning disability in mathematics how to solve multistep algebraic equations. A multiple baseline design across three participants demonstrated a functional relation between the use of a virtual manipulative balance and teaching students to acquire, maintain, and generalize the skill of solving multistep algebraic equations. Results provide new evidence demonstrating virtual manipulatives as a beneficial age-appropriate technology to teach higher order mathematical concepts to secondary students with a learning disability.

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“…Students use concrete manipulatives, drawing, and/or abstract notation at the same time. Use of CRA-I strategy helps students develop both procedural and conceptual knowledge leading to mathematical proficiency (Hudson & Miller, 2006;Strickland & Maccini, 2012;2013;Strickland, 2016). Like CRA, the act of completing the concrete and representational phases, together with mathematical notation, supports math fact fluency.…”

Section: Concrete Manipulativesmentioning

confidence: 99%

Lessons Learned From a Rural Classroom Study: Transitioning From Concrete to Virtual Manipulatives to Teach Math Fact Fluency to Students With Learning Disabilities

Kabel

Hwang

2021

JCSR

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As the use of technology has become more prevalent within the educational environment over the past decade, the emergence of the use of virtual manipulatives to support student learning in math has made transitioning to technology-infused math instruction unavoidable. Students in rural areas, however, have tended to receive far less technology-infused instruction due to the many challenges faced by rural schools that can adversely affect academic opportunities and disrupt equity in learning and teaching. In the current paper, we report on a classroom study conducted to examine whether the previously proven effects of concrete manipulatives can carry over into those of virtual manipulatives when teaching math fact fluency in multiplication and explored the potential for virtual manipulatives in rural classrooms from the teacher’s perspective. Quantitative and qualitative results both indicated a promising potential for usage of virtual manipulatives, with meaningful implications for practitioners. The educational implications for designing and planning effective instruction incorporating virtual manipulatives are discussed.

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Using the CRA-I Strategy to Develop Conceptual and Procedural Knowledge of Quadratic Expressions

Cited by 12 publications

References 11 publications

Studying Virtual Manipulatives Paired With Explicit Instruction to Teach Algebraic Equations to Students With Learning Disabilities

Studying Virtual Manipulatives Paired With Explicit Instruction to Teach Algebraic Equations to Students With Learning Disabilities

Teaching Multistep Equations with Virtual Manipulatives to Secondary Students with Learning Disabilities

Lessons Learned From a Rural Classroom Study: Transitioning From Concrete to Virtual Manipulatives to Teach Math Fact Fluency to Students With Learning Disabilities

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