World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue V (May 2026), pp.107-116
Anavien B. Capellan
anavien.burce@deped.gov.ph
Amancio Aguilar Elementary School, DepEd Masbate City
Abstract
This study investigates the personal journeys of Grade 4 learners as they study fractions using the Concrete–Representational–Abstract (CRA) method. It specifically looks at how these learners move through the three stages of learning: starting with physical objects, moving to drawings, and ending with numbers. Using a qualitative phenomenological approach, the study captures the learners’ feelings, their level of interest, and the hurdles they faced. All fifteen learners in the researcher’s remedial class participated, sharing their stories through validated, one-on-one interviews. The analysis identified three main themes: high levels of interest and motivation, better understanding through hands-on activities, and easier learning through visual aids. The learners shared that handling objects and sketching diagrams made fractions easier to understand and boosted their confidence. While they still found math symbols and operations difficult, they showed more persistence and a much better attitude toward the subject. Based on these results, the study suggests that teachers should continue using concrete tools, visual models, and interactive games to help learners feel more comfortable and successful in math.
Keywords: Mathematics Education, Fractions, CRA Approach, Phenomenological Study, Grade 4 Learners
https://doi.org/10.65494/pinagpalapublishing.280
