Using the Concrete-Representational-Abstract Instructional Framework to Support Students with Disabilities and Mathematics Difficulties in Inclusive Settings: An Investigation of Teacher Knowledge and Practice

The persistent achievement gap in mathematics between students with disabilities (SWD) and their non-disabled peers underscores the need for effective instructional strategies in inclusive classrooms. This dissertation investigates how third- through fifth-grade general education teachers conceptualize and enact the Concrete-Representational-Abstract (CRA) instructional framework, an evidence-based practice (EBP) widely endorsed for improving mathematical outcomes for SWD and students with mathematical difficulties (MD). Despite the empirical support for CRA, it remains unclear how general education teachers implement this strategy and whether modifications are made that might compromise its effectiveness. Through a qualitative study involving interviews and artifact analysis, this research explores teachers' understanding and reported use of CRA in inclusive settings. The findings reveal variations in teachers' conceptualization of CRA and their application of the framework in practice, potentially influenced by factors such as professional learning, confidence, and access to resources. The study highlights the gap between research and practice, offering insights into the barriers that hinder the adoption and faithful implementation of EBPs like CRA in general education classrooms. These results have implications for the design of professional development, teacher education, and policy, aiming to enhance the instructional quality and mathematical proficiency of all students, particularly those with disabilities.