IDEAS home Printed from https://ideas.repec.org/a/cvr/ijisrt/202607ijisrt26jul1533.html

Using the Concrete–Representational–Abstract (CRA) Approach to Improve Addition Fluency Among Learners with ASD and ID

Author

Listed:
  • Maria Eda C. Lapidez

Abstract

This study examined the effectiveness of the Concrete–Representational–Abstract (CRA) approach in improving the addition fluency of 25 Special Needs Education (SNED) learners with autism spectrum disorder (ASD) and Intellectual Disabilities (ID) at Marinig South Elementary School. Addition fluency, which involves accuracy, speed, and automaticity, is essential for developing higher-level mathematical skills; however, learners with ASD and ID often struggle due to cognitive and processing limitations. A pretest–post-test design was utilized to measure learners’ performance before and after the implementation of Project SUM-IT, a CRA-based intervention incorporating manipulatives, visual supports, structured practice, and immediate feedback. Pretest results showed a low mean score of 7.12 out of 20, indicating a developing level of mastery. Post-test results revealed significant improvement in both accuracy and speed, supported by statistical analysis indicating a significant difference and large effect size. The findings demonstrate that the CRA approach effectively enhances addition fluency among learners with ASD and ID. The study emphasizes the importance of structured, scaffolded, and multisensory instruction in promoting inclusive mathematics learning.

Suggested Citation

  • Maria Eda C. Lapidez, 2026. "Using the Concrete–Representational–Abstract (CRA) Approach to Improve Addition Fluency Among Learners with ASD and ID," International Journal of Innovative Science and Research Technology (IJISRT), IJISRT Publication, vol. 11(07), pages 2834-2841, August.
    • Handle: RePEc:cvr:ijisrt:2026:07:ijisrt26jul1533
    DOI: https://doi.org/10.38124/ijisrt/26jul1533
    as

    Download full text from publisher

    File URL: https://www.ijisrt.com/using-the-concreterepresentationalabstract-cra-approach-to-improve-addition-fluency-among-learners-with-asd-and-id
    Download Restriction: no
    File URL: https://libkey.io/https://doi.org/10.38124/ijisrt/26jul1533?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    More about this item

    Keywords

    ;
    ;
    ;
    ;
    ;

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:cvr:ijisrt:2026:07:ijisrt26jul1533. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Rahul Goyel (email available below). General contact details of provider: https://www.ijisrt.com/ .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.