Effectiveness of the Concrete- Representational- Abstract (CRA) Strategy in Improving the Basic Numeracy Skills of Learners with Learning Disability

Authors

  • Rizalina Saturno Mrs Author

DOI:

https://doi.org/10.64358/sih.v1i4.29

Keywords:

Concrete- Representational- Abstract (CRA) Strategy, Mathematics Intervention, learning disability

Abstract

This study examined the effectiveness of the Concrete- Representational- Abstract (CRA) strategy in improving the basic numeracy skills of learners with learning disabilities. Specifically, it aimed to determine learners' numeracy performance before and after the implementation of the CRA strategy, focusing on number sense, basic operations, and problem-solving skills. A quasi-experimental pretest-posttest research design was employed to measure the impact of the intervention. The participants consisted of identified learners with learning disabilities who demonstrated difficulties in basic numeracy. Purposive sampling was used to ensure that the intervention addressed learners with documented numeracy challenges. Data were gathered using a researcher-developed numeracy assessment administered before and after the CRA-based instruction. The intervention involved  systematic instruction progressing from the use of concrete manipulatives, to visual and pictorial representations, and finally to abstract mathematical symbols.

The results revealed a significant improvement in learners' overall numeracy performance after the implementation of the CRA strategy. Notable gains were observed in number sense and basic operations, indicating that learners developed a clearer conceptual understanding of mathematical relationships and procedures. Improvements were also evident in problem-solving skills, suggesting increased ability to apply mathematical knowledge to practical tasks. These findings affirm that CRA effectively bridges conceptual understanding and procedural fluency for learners with learning disabilities. The study concludes that the CRA strategy is a research-based and inclusive instructional approach that supports meaningful numeracy development. It recommends the sustained and systematic use of CRA in numeracy  instruction, supported by adequate instructional resources, teacher training and continuous progress monitoring to maximize learning outcomes for learners with learning disabilities.

References

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Published

2026-03-31

Issue

Vol. 1 No. 4 (2025): Studies in Interdisciplinary Horizons

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Articles

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