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.