Mapping The Role of Cuisenaire Rods Across CRA Stages in Number Learning for Students with Intellectual Disabilities

Abstract

Students with intellectual disabilities often experience difficulties in developing number concepts and require concrete instructional support. Cuisenaire Rods can support number learning within the Concrete–Representational–Abstract (CRA) approach, yet how their role shifts across the three stages remains insufficiently mapped. This study aims to map the role of Cuisenaire Rods across the Concrete, Representational, and Abstract stages in number learning among students with intellectual disabilities. A qualitative multiple-case study was conducted involving three students with mild intellectual disabilities at a special education school in Bojonegoro, Indonesia, selected through purposive sampling. Data were collected through observation sheets and documentation, and analyzed using data reduction, data presentation, and conclusion drawing. The findings show that Cuisenaire Rods functioned as a primary cognitive support during the Concrete stage and remained necessary during the Representational stage, albeit with varying levels of assistance across students. At the Abstract stage, their role diminished as students demonstrated greater independence: two students performed independently, while one still required assistance. These findings map a gradual shift from concrete support toward reduced dependence across CRA stages, underscoring the need for individualized instructional support in number learning for students with intellectual disabilities.