Teachers’ Perceptions of the Concrete–Representational–Abstract Approach and GKA Math Kits in Improving Mathematical Skills among Primary School Children

Abstract

The Concrete-Representational-Abstract (CRA) instructional method has arisen as a systematic and evidence-based pedagogy meant to solve mathematics education difficulty. This study explores primary school teachers’ perceptions of the effectiveness of the Concrete–Representational–Abstract (CRA) instructional approach, supported by Ganitha Kalika Andolana (GKA) Maths Kits, in enhancing mathematical understanding among elementary learners. The CRA approach follows a structured progression from hands-on concrete experiences to pictorial representations and finally to abstract symbolic reasoning, thereby supporting conceptual development in mathematics. GKA kits, developed by the Akshara Foundation, provide activity-based learning resources aligned with this sequence and aim to make mathematics learning more engaging and meaningful in primary classrooms.A descriptive survey design was adopted, and data were collected from 30 primary school teachers selected through stratified random sampling from 15 upper primary schools in Subarnapur District, Odisha. A structured Likert-scale questionnaire was used to examine teachers’ perceptions regarding the knowledge, student-centeredness, usability, and practical implementation of the CRA approach, as well as the usefulness of GKA kits in classroom instruction. The findings indicate that teachers generally perceive the CRA approach as effective in promoting students’ conceptual clarity, active participation, and engagement in mathematics learning. Teachers also reported that GKA kits contribute to joyful and interactive learning experiences, supporting creativity and classroom involvement. However, respondents also highlighted challenges related to time requirements, lesson planning, and the need for sustained professional training for effective implementation.