Using the concrete-representational-abstract approach to support students with intellectual disability to solve change-making problems

Abstract

Background/aims/methodsThe Concrete-Representational-Abstract (CRA) instructional approach supports students with disabilities in mathematics. Yet, no research explores the use of the CRA approach to teach functional-based mathematics for this population and limited research explores the CRA approach for students who have a disability different from a learning disability, such as an intellectual disability. This study investigated the effects of using the CRA approach to teach middle school students in a self-contained mathematics class focused on functional-based mathematics to solve making change problems. Researchers used a multiple probe across participants design to determine if a functional relation existed between the CRA strategy and students’ ability to solve making change problems. Procedures/outcomesThe study of consisted of five-to-eight baseline sessions, 9–11 intervention sessions, and two maintenance sessions for each student. Data were collected on percentage of making change problems students solved correctly. Results/conclusionsThe CRA instructional strategy was effective in teaching all four participants to correctly solve the problems; a functional relation between the CRA approach and solving making change with coins problems across all participants was found. ImplicationsThe CRA instructional approach can be used to support students with mild intellectual disability or severe learning disabilities in learning functional-based mathematics, such as purchasing skills (i.e., making change).