Building Math Confidence from the Ground Up
Using the CRA Strategy
Building Math Confidence from the Ground Up: Our CRA Strategy
At Zukeran Elementary School, we’re excited to share that our schoolwide focus for math improvement this year centers on the CRA Strategy—a powerful, research-based approach to teaching math that supports all learners. CRA stands for Concrete, Representational, and Abstract, and it’s a three-step instructional model that helps students build deep, lasting understanding of math concepts. First, students explore math using hands-on tools like blocks or counters (Concrete). Next, they draw pictures or diagrams to represent their thinking (Representational). Finally, they solve problems using numbers and symbols alone (Abstract). This gradual progression helps students make meaningful connections and develop confidence in their math skills.
Students in Mr. Perry-Kline's and Ms. St. Jean's fourth grade classes recently began working with the strategy. They observed the geometric patterns in our school dome and modeled them using pattern blocks. Students then translated those patterns into equations in their math journals—moving from concrete to representational to abstract thinking. Through this activity, students saw firsthand how simple parts can come together to form a complex whole. These kinds of experiences help students not only understand math, but also see its beauty and relevance in the world around them.
Mr. Perry-Kline shared, "The CRA framework gave me such a clear path forward. Right after the PD [professional development], I knew I wanted to bring it into my math lessons. Starting with pattern blocks felt like the perfect way to connect concrete exploration, representational thinking, and abstract reasoning for my students." Ms. St. Jean added, "With years of experience in classrooms, I have seen many strategies come and go, but CRA remains powerful because it is accessible and effective for all learners. Using math manipulatives through the CRA lens allows us to engage students across cultures while building deep mathematical understanding."
