Development of A Calculus Lesson Plan Using the CRA Approach Combined with Scaffolding Techniques.

This paper aims to achieve two objectives: 1) to design and develop a calculus lesson plan for high school

students using the Concrete-Representational-Abstract (CRA) approach combined with scaffolding techniques and 2) to

assess the quality of the above-mentioned CRA-based lesson plan. The CRA approach, integrated with scaffolding

techniques, serves as the foundation for designing the lesson plan. It consists of three stages: Concrete (learning through

real objects or real-life experiences), Representational (learning through representations such as graphs), and Abstract

(learning through abstract mathematical concepts). Scaffolding questions were incorporated into each stage to guide

students’ thinking and facilitate self-directed learning. The lesson plan focusing on high school calculus topics were

divided into four separated plans: a plan addressing the limit of a function, a plan on the continuity of a function at points,

a plan on the continuity of a function on intervals, and a plan on the slope of a curve. The quality of each plan was assessed

by three experts using a Likert scale assessment form (ranging from 1 to 5). The assessment results showed that all four

lesson plans achieved average scores between 4.00 and 5.00, reflecting their “Very good” quality. This research can serve

as a foundation for further research on adaptive teaching methods, potentially influencing how educators develop and

implement lesson plans to improve student learning outcomes in mathematics.