Event Title

The Extent of Use of Concrete-Representational-Abstract (CRA) Model in Mathematics

Session

Education and Development

Description

This study aimed to determine the extent of use of CRA model in Mathematics. The schools covered by this study were the 5 secondary schools in the Division of Negros Occidental of School Year 2015 – 2016. There were 267 Grade 8 students who were taken as respondents of the study. The study was descriptive and correlational in nature. The research utilized mean, weighted mean and Pearson Product- Moment Coefficient of Correlation. The study revealed that the extent of teachers’ use of CRA model in addition and subtraction of integers, multiplication and division of integers, polynomials, linear equations in one unknown, factoring, addition of rational numbers, algebraic word problem and angles as perceived by the students was “high”. Likewise, the study further revealed that the academic performance of more or less one-fourth of the students in Mathematics was in the “developing” level.

Keywords:

Concrete-Representational-Abstract, academic performance

Proceedings Editor

Edmond Hajrizi

ISBN

978-9951-550-47-5

Location

UBT Kampus, Lipjan

Start Date

30-10-2021 12:00 AM

End Date

30-10-2021 12:00 AM

DOI

10.33107/ubt-ic.2021.466

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Oct 30th, 12:00 AM Oct 30th, 12:00 AM

The Extent of Use of Concrete-Representational-Abstract (CRA) Model in Mathematics

UBT Kampus, Lipjan

This study aimed to determine the extent of use of CRA model in Mathematics. The schools covered by this study were the 5 secondary schools in the Division of Negros Occidental of School Year 2015 – 2016. There were 267 Grade 8 students who were taken as respondents of the study. The study was descriptive and correlational in nature. The research utilized mean, weighted mean and Pearson Product- Moment Coefficient of Correlation. The study revealed that the extent of teachers’ use of CRA model in addition and subtraction of integers, multiplication and division of integers, polynomials, linear equations in one unknown, factoring, addition of rational numbers, algebraic word problem and angles as perceived by the students was “high”. Likewise, the study further revealed that the academic performance of more or less one-fourth of the students in Mathematics was in the “developing” level.