Bouck, E., Park, J. and Nickell, B. (2017) Using the Concrete-Representational-Abstract Approach to Support Students with Intellectual Disability to Solve Change-Making Problems. Research in Developmental Disabilities, 60, 24-36. https://doi.org/10.1016/j.ridd.2016.11.006

has been cited by the following article:

• TITLE: Learning Counting Skills through CRA: The Case of Children with Intellectual Disability

  AUTHORS: Eirini Kanellopoulou

  KEYWORDS: Intellectual Disability, CRA (Concrete-Representational-Abstract)

  JOURNAL NAME: Open Access Library Journal, Vol.7 No.3, March 10, 2020

  ABSTRACT: The project below is a research on how to apply the CRA method (Concrete- Representational-Abstract), in math, on a student of toddler age with intellectual disability. Children with intellectual disability have a limited understanding of math senses, resulting in facing a lot of difficulties in various daily tasks. Primary math senses are directly related with obtaining skills during toddler age, such as counting and connecting numbers and quantities. Through this essay we are aiming in researching if there can be an improvement in understanding primary math senses after applying the CRA method (Concrete-Representational-Abstract). More specifically, researchers have focused a lot on creating connections between actual quantities, counting numbers and the use of official math words and symbols.