Teaching addition and subtraction to a child with SEN using CRA-I
Keywords:
Childhood Education, Educational needs, Subtraction, CRA-I sequence, AdditionAbstract
In this article we investigate the possibilities of the Concrete-Representational-Abstract-Integrated sequence as a teaching-learning methodology for addition and subtraction in the second grade of early childhood education. Specifically, we carried out an exploratory experience focused on a four-year-old student with language maturational delay and disruptive behavior. Individual sessions were organized according to the phases of the sequence, which were distributed as follows: initial evaluation, intervention, final evaluation, and maintenance. The student participated in all of them, and he was able to progressively perform addition and subtraction without prior knowledge. Moreover, this methodology was useful for the student to be able to maintain his performance four weeks after the intervention. Finally, we consider of interest the implications that this article may have for early childhood education teachers.
Downloads
References
Abellán, J. y Sáez-Gallego, N. M. (2020). Opiniones relativas a la inclusión de los alumnos con necesidades educativas especiales mostradas por futuros maestros de infantil y primaria. Revista Complutense de Educación, 31(2), 209-229. https://doi.org/10.5209/rced.62090
Alsina, Á. (2016). El currículo del número en educación infantil. Un análisis desde una perspectiva internacional. PNA, 10(3), 135-160. https://doi.org/10.30827/pna.v10i3.6086
American Psychiatric Association [APA]. (2013). Diagnostic and Statistical Manual of Mental Disorders (DSM-5). American Psychiatric Association.
Arteaga, B. y Macías, J. (2016). Didáctica de las matemáticas en Educación Infantil. UNIR Editorial.
Bouck, E. C. y Park, J. (2018). A systematic review of the literature on mathematics manipulatives to support students with disabilities. Education and Treatment of Children, 41(1), 65-106. https://doi.org/10.1353/etc.2018.0003
Bouck, E. C., Satsangi, R. y Park, J. (2018). The concrete–representational–abstract approach for students with learning disabilities: An evidence-based practice synthesis. Remedial and Special Education, 39(4), 211-228. https://doi.org/10.1177%2F0741932517721712
Cuida, A., Sanz, A. M. y Nieto, T. (2019). El papel de los dedos en el desarrollo de las habilidades lógico-matemáticas en Educación Infantil. Edma 0-6: Educación Matemática en la Infancia, 8(2), 77-91. https://doi.org/10.24197/edmain.2.2019.77-91
Flores, M. M. y Franklin, T. M. (2014). Teaching Multiplication with Regrouping Using the Concrete-Representational-Abstract Sequence and the Strategic Instruction Model. Journal of the American Academy of Special Education Professionals, Fall 2014, 133-148.
Flores, M. M. y Hinton, V. M. (2021). The effects of a CRA-I intervention on students’ number sense and understanding of addition. Remedial and Special Education, 43(3), 183–194. https://doi.org/10.1177%2F07419325211038009
Flores, M. M. y Hinton, V. M. (2022). Use of the Concrete–Representational–Abstract Instructional Sequence to Improve Mathematical Outcomes for Elementary Students With EBD. Beyond Behavior, 31(1), 16-28. https://doi.org/10.1177%2F10742956211072421
Flores, M. M., Hinton, V. M. y Burton, M. E. (2016). Teaching problem solving to students receiving tiered interventions using the concrete-representational-abstract sequence and schema-based instruction. Preventing School Failure: Alternative Education for Children and Youth, 60(4), 345-355. https://doi.org/10.1080/1045988X.2016.1164117
Flores, M. M., Hinton, V. M., Strozier, S. D. y Terry, S. L. (2014). Using the concrete-representational-abstract sequence and the strategic instruction model to teach computation to students with autism spectrum disorders and developmental disabilities. Education and Training in Autism and Developmental Disabilities, 547-554.
García-Moya, M., Polo-Blanco, I., Blanco, R. y Goñi-Cervera, J. (2022). Teaching cartesian product problem solving to students with autism spectrum disorder using a conceptual model-based approach. Focus on Autism and Other Developmental Disabilities. https://doi.org/10.1177/10883576221121806
Hinton, V. M. y Flores, M. M. (2019). The effects of the concrete-representational-abstract sequence for students at risk for mathematics failure. Journal of Behavioral Education, 28(4), 493-516. https://doi.org/10.1007/s10864-018-09316-3
Jones, J. P., y Tiller, M. (2017). Using concrete manipulatives in mathematical instruction. Dimensions of Early Childhood, 45(1), 18-23.
Ley Orgánica 3/2020, de 29 de diciembre, por la que se modifica la Ley Orgánica 2/2006, de 3 de mayo, de Educación (LOMLOE). Boletín Oficial del Estado, 340, de 30 de diciembre de 2020. https://www.boe.es/eli/es/lo/2020/12/29/3
Mercer, C. D. y Miller, S. P. (1992). Teaching students with learning problems in math to acquire, understand, and apply basic math facts. Remedial and Special Education, 13(3), 19-35. https://doi.org/10.1177%2F074193259201300303
Miller, S. P. y Mercer, C. D. (1993). Using data to learn concrete-semiconcrete-abstract instruction for students with math disabilities. Learning Disabilities Research & Practice, 8(2), 89–96.
Mindish, C. (2021). How Manipulatives in the Classroom Engage Students in Learning. Art of Teaching Thesis - Written. 2. https://digitalcommons.slc.edu/aot_written/2
Morano, S., Flores, M. M., Hinton, V. y Meyer, J. (2020). A comparison of concrete-representational-abstract and concrete-representational-abstract-integrated fraction interventions for students with disabilities. Exceptionality: A Special Education Journal, 28(2), 77-91. https://doi.org/10.1080/09362835.2020.1727328
Muñoz-Catalán, M. C. y Carrillo, J. (Eds.). (2018). Didáctica de las matemáticas para maestros de Educación Infantil. Paraninfo.
Peltier, C., Morin, K. L., Bouck, E. C., Lingo, M. E., Pulos, J. M., Scheffler, F. A., Suk, A., Mathews, L. A., Sinclair E. T. y Deardorff, M. E. (2020). A meta-analysis of single-case research using mathematics manipulatives with students at risk or identified with a disability. The Journal of Special Education, 54(1), 3-15. https://doi.org/10.1177%2F0022466919844516
Real Decreto 95/2022, de 1 de febrero, por el que se establece la ordenación y las enseñanzas mínimas de la Educación Infantil. Boletín Oficial del Estado, 28, de 02 de febrero de 2022. https://www.boe.es/eli/es/rd/2022/02/01/95
Sealander, K. A., Johnson, G. R., Lockwood, A. B. y Medina, C. M. (2012). Concrete–semiconcrete–abstract (CSA) instruction: A decision rule for improving instructional efficacy. Assessment for Effective Intervention, 38(1), 53-65. https://doi.org/10.1177%2F1534508412453164
Wechsler, D. (2011). Escala de Inteligencia para prescolar y primaria III (WPPSI-III). Pearson.
Yin, R. K. (2009). Case Study Research: Design and Methods. Sage.
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Melody García-Moya, Ignacio González-Ruiz
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
The articles published at Edma 0-6: Childhood Mathematics Education will have a Creative Commons Attribution 4.0 International License (CC BY 4.0).
The journal allows the authors to retain publishing rights. Authors may reprint their articles in other media without having to request authorization, provided they indicate that the article was originally published in Título de la revista.