CRA-I Addition 10-20 Second Grade Tier Two Data Set

The data are from a study that investigated a tier two mathematics intervention focused on additive reasoning. The researchers compared an intervention that used the concrete-representational-abstract-integrated (CRA-I) sequence with a business-as-usual intervention to teach second grade students receiving tier two intervention in a rural elementary school. Two intact classes of second grade students participated in a pre/posttest quasi-experimental design. Students in the CRA-I group made greater gains than their peers who received business-as-usual instruction. Implications, limitations, and future research will be discussed.