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Research article

First published 2022-9

Concrete-Representational-Abstract–Integrated as a Tier 2 Instruction to Teach Addition

Vanessa Hinton, Margaret Flores

Rural Special Education Quarterly

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Research article

First published 2025-2

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

Sara Ebner, Mary K. MacDonald, Paulina Grekov [...]

Learning Disabilities Research & Practice

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Research article

First published 2020-6

Teaching Fraction Concepts Using the Concrete-Representational-Abstract Sequence

Margaret M. Flores, Vanessa M. Hinton, Jill M. Meyer

Remedial and Special Education

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Research article

First published 2019-2

Using the Concrete–Representational–Abstract Sequence to Teach Conceptual Understanding of Basic Multiplication and Division

Jessica H. Milton, Margaret M. Flores, Alexcia J. Moore [...]

Learning Disability Quarterly

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Research article

First published 2009-7

The different representational frameworks underpinning abstract and concrete knowledge: Evidence from odd-one-out judgements

Sebastian J. Crutch, Sarah Connell, Elizabeth K. Warrington

Quarterly Journal of Experimental Psychology

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Research article

First published 2022-4

Use of the Concrete–Representational–Abstract Instructional Sequence to Improve Mathematical Outcomes for Elementary Students With EBD

Margaret M. Flores, Vanessa M. Hinton

Beyond Behavior

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Research article

First published 2025

Teaching Place Value Using the Concrete-Representational-Abstract Integrated Sequence of Instruction

Margaret M. Flores, Vanessa M. Hinton, Margaret O. Podemski [...]

Remedial and Special Education

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Research article

First published 2015-12

Are There Qualitative Differences in the Representation of Abstract and Concrete Words? Within-Language and Cross-Language Evidence from the Semantic Priming Paradigm

Pilar Ferré, Marc Guasch, Teófilo García-Chico [...]

Quarterly Journal of Experimental Psychology

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Other

First published 2010-5

Using the Concrete-Representational-Abstract Sequence to Teach Subtraction With Regrouping to Students at Risk for Failure

Margaret M. Flores

Remedial and Special Education

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Research article

First published 2018-7

The Concrete–Representational–Abstract Approach for Students With Learning Disabilities: An Evidence-Based Practice Synthesis

Emily C. Bouck, Rajiv Satsangi, Jiyoon Park

Remedial and Special Education

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