Concrete-Representation-Abstract Symbols as a Strategy in Teaching Numeracy in Kindergarten: An Instructional Tool

Rhea  Lantecse,

Concrete-Representation-Abstract Symbols as a Strategy in Teaching Numeracy in Kindergarten: An Instructional Tool

Discipline: Education

Abstract:

This study introduced the Concrete- Representation- Abstract Symbols Method as an instructional tool for Early Numeracy to the identified Kindergarten Learners of Dumanjug 1 District for School Year 2022-2023 as a basis for an instructional tool. This study used a Mixed Method Research Design simultaneously collecting data for quantitative and qualitative research. A quasi-experimental method was used in the study to determine its effectiveness where the Kindergarten pupils received before the CRA Method and the experimental group experience after the CRA Method. It indicates that the t-value is -21.75935 and the p-value is 0.00 which provides a significant result. With the current situation that the kindergarten pupils are having difficulty in mastering the numeracy skills, it is expedient to utilize different strategies and approaches that can be tested and when proven effective, it should be meant to be shared among all teachers in the kindergarten. This study recommends that teachers can provide lower-level students with hands-on activities and immediate feedback on classwork, so the pupils see success from their effort.

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