The Journal of Special Education Apprenticeship


This case study analyzed the impact of a concrete manipulative program on the understanding of quadratic expressions for a high school student with a learning disability. The manipulatives were utilized as part of the Concrete-Representational-Abstract Integration (CRA-I) intervention in which participants engaged in tasks requiring them to multiply linear expressions and factor quadratic expressions embedded within contextualized area problems. The case study focused on a representative participant, Marcia, who demonstrated significant gains from pre- to post-intervention assessments. The qualitative analysis provided descriptive data which offered insight into the reasons for these gains. Results indicated that the manipulatives supported metacognition through strategic planning and self-regulation.