The MSL Approach to Mathematics Instruction

The Multisensory Structured Language Approach to Mathematics InstructionThe application of the Multisensory Structured Language or MSL approach to mathematics instruction is based on the Orton-Gillingham approach for teaching language skills. Auditory, visual, and kinesthetic patterns reinforce each other for optimal learning, and provide flexibility for accommodating individual learning differences.This educational methodology embodies teaching strategies which are beneficial to all learners. The emphasis on step-by-step development of skill has proven essential to both early success and lasting results.For some students, mathematics is a road traveled in small steps. A successful multisensory approach leads the student through small increments of understanding toward unifying themes in mathematics. Student’s strengths and needs must be recognized and addressed with built-in “checks for error,” as well as a built-in system for building confidence and competence.C.R.A. is an intervention for mathematics instruction that research suggests can enhance the mathematics performance of students who are learning math for the first time, those with math learning difficulties and students with dyslexia or learning disabilities. It is a three-part instructional strategy, with each part building on the previous instruction to promote student learning and retention and to address conceptual knowledge.The CRA instructional sequence consists of three stages: concrete, representation, and abstract: 

•  Concrete. In the concrete stage, the instructor begins teaching by modeling each mathematical concept with concrete materials. Students know the concrete level as the building step.
•  Representational. In this stage, the instructor transforms the concrete model into a representational (semi-concrete) level, which involves drawing pictures. Students know the representational level as the drawing step.
•  Abstract. At this stage, the instructor models the mathematics concept at a symbolic level, using numbers and mathematical symbols to indicate addition, subtraction, multiplication, or division.

In summary:

• The Concrete is the “doing” stage using concrete objects to model problems
• The Representational is the  “seeing” stage using representations of the objects to model problems
• The Abstract is the  “symbolic” stage using abstract symbols to model problems

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