Evidence–Based Practices: Applications of Concrete Representational Abstract Framework across Math Concepts for Students with Mathematics Disabilities

By Jugnu Agrawal, Lisa L. Morin. 2016

94 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/a6e588accf367a89a30d465990e1be840605bd11

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Mickey Losinski
2. D. Hurrell
3. R. Ennis

In Education

1. Mickey Losinski
2. D. Hurrell
3. R. Ennis

In Statistics and Probability

1. Mickey Losinski
2. D. Hurrell
3. R. Ennis

Citations in the corpus

• Conceptual Knowledge OR Procedural Knowledge or Conceptual Knowledge AND Procedural Knowledge: Why the Conjunction is Important to Teachers (2021, background): “However, CRA, which in the literature is also referred to as CPA (Concrete-Pictorial-Abstract), proved to be an effective strategy for mainstream students to gain an understanding of needed mathematical concepts and skills (Agrawal & Morin, 2016; Flores, 2010; Miller & Kaffar, 2011).”
• Interventions to Improve Fraction Skills for Students With Disabilities: A Meta-Analysis (2019, background): “Graduated instruction has a wide research base for teaching other mathematics concepts (e.g., Agrawal & Morin, 2016).”