A Meta-Analytic Review of the Concrete-Representational-Abstract Math Approach

Abstract

The concrete-representational-abstract (CRA) approach is an instructional framework for teaching math wherein students move from using concrete materials to solve problems to using visual representations of the materials, and finally abstract concepts. This study provides a literature synthesis and meta-analysis of the effectiveness of the CRA approach as a math intervention. Thirty studies using single-case design methodologies were included. Descriptive analyses of the study variables are discussed. Results indicated a statistically significant overall Tau-BC effect size of 0.9965, 95% CI [0.9947, 0.9983], p