Directions: Working individually first, respond to each of the tasks below. Then share your responses with your small group.

1. How important is it for students with learning disabilities in math to go through each phase in the concrete-representation-abstraction strategy? What benefits do they obtain at each phase in the strategy?

2. Why should the mathematical experiences of students with learning disabilities in math be initially hinged on the concrete?

3. One possible interpretation of the concrete phase is the use of real life problems. What are the advantages of beginning an instruction with students with learning disabilities in math with a problem in daily life?

4. How does knowing the concrete-representation-abstraction strategy make you an effective teacher of students with learning disabilities in math?