Flores_Raw_Data_Number_Concepts_Application_CRA_I

This study examined the effects of the concrete-representational-abstract integrated sequence (CRA-I) for number concepts and their application through rounding and regrouping. The research questions addressed the extent to which CRA-I changed student performance in the following areas: a) accurately completed equations that required subtraction with regrouping in the tens place, b) accurately completed equations that required subtraction with regrouping in the tens place and hundreds place, c) three-digit numbers rounded to either the nearest ten or hundred, and d) decomposed three-digit numbers using multiple equations. Four students in the fourth grade participated. Two students were English language learners; one received services under the category of learning disabilities and the other was being evaluated for special education services. Two other students received services under the categories of learning disabilities and other health impairments respectively. The researchers employed a single-case multiple probe across behaviors design. They found a functional relation between CRA-I and the behaviors associated with number concepts.