Flores Teaching Place Value Using the Concrete-representational-abstract Integrated Sequence of Instruction

The current study investigated the effects of the concrete-representational-abstract integrated (CRA-I) sequence to teach rounding and number decomposition. Five students in third grade participated; two students were eligible for services under the category of learning disabilities and three students were at risk of having learning disabilities and received tier three interventions through a multi-tiered system of supports. Students learned the two place value skills using an explicit and systematic presentation of the following models: base ten blocks, pictures, number lines, and abstract numbers and symbols. The students learned a procedural strategy for rounding after they used physical and pictorial models. The researchers used a multiple probe single case research design and assessed both maintenance and generalization. The data show a functional relation.