A Meta-Analytic Review of the Concrete-Representational-Abstract Math Approach.
Saved in:
| Title: | A Meta-Analytic Review of the Concrete-Representational-Abstract Math Approach. |
|---|---|
| Authors: | Ebner, Sara, MacDonald, Mary K., Grekov, Paulina, Aspiranti, Kathleen B. |
| Source: | Learning Disabilities Research & Practice (Sage Publications Inc.). Feb2025, Vol. 40 Issue 1, p31-42. 12p. |
| Subjects: | Mathematics education, Concrete, Moderator variables, Descriptive statistics, Meta-analysis |
| Abstract: | The concrete-representational-abstract (CRA) approach is an instructional framework for teaching math wherein students move from using concrete materials to solve problems to using visual representations of the materials, and finally abstract concepts. This study provides a literature synthesis and meta-analysis of the effectiveness of the CRA approach as a math intervention. Thirty studies using single-case design methodologies were included. Descriptive analyses of the study variables are discussed. Results indicated a statistically significant overall Tau-BC effect size of 0.9965, 95% CI [0.9947, 0.9983], p <.0001. A meta-regression of eight potential moderator variables suggested that using a non-integrated CRA approach increased the overall effect size by 0.011, 95% CI [0.007, 0.015], p =.045. Implications of using the CRA approach for researchers and educators are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Learning Disabilities Research & Practice (Sage Publications Inc.) is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | The concrete-representational-abstract (CRA) approach is an instructional framework for teaching math wherein students move from using concrete materials to solve problems to using visual representations of the materials, and finally abstract concepts. This study provides a literature synthesis and meta-analysis of the effectiveness of the CRA approach as a math intervention. Thirty studies using single-case design methodologies were included. Descriptive analyses of the study variables are discussed. Results indicated a statistically significant overall Tau-BC effect size of 0.9965, 95% CI [0.9947, 0.9983], p <.0001. A meta-regression of eight potential moderator variables suggested that using a non-integrated CRA approach increased the overall effect size by 0.011, 95% CI [0.007, 0.015], p =.045. Implications of using the CRA approach for researchers and educators are discussed. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 09388982 |
| DOI: | 10.1177/09388982241292299 |
