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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 2003-5

Fraction Instruction for Students with Mathematics Disabilities: Comparing Two Teaching Sequences

Frances M. Butler, Susan P. Miller, Kevin Crehan [...]

Learning Disabilities Research & Practice

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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 2008-05

Implementing CRA With Secondary Students With Learning Disabilities in Mathematics

Bradley S. Witzel, Paul J. Riccomini, Elke Schneider

Intervention in School and Clinic

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Research article

First published 2015-6

An Investigation of the Effects of CRA Instruction and Students with Autism Spectrum Disorder

Shaunita Stroizer, Vanessa Hinton, Margaret Flores [...]

Education and Training in Autism and Developmental Disabilities

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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 2019-1

The Virtual-Representational-Abstract Framework to Support Students With Disabilities in Mathematics

Emily C. Bouck, Jessica Sprick

Intervention in School and Clinic

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