Please use this identifier to cite or link to this item:
http://hdl.handle.net/10497/18838
Title: | Authors: | Subjects: | Concrete-Pictorial-Abstract Representations Equivalent Fractions |
Issue Date: | 2017 |
Citation: | Chang, S. H., Lee, N. H., & Koay P. L. (2017). Teaching and learning with concrete-pictorial-abstract sequence: A proposed model. The Mathematics Educator, 17(1), 1-28. http://math.nie.edu.sg/ame/matheduc/tme/tmeV17_1/paper1.pdf |
Abstract: | The Concrete-Pictorial-Abstract (C-P-A) sequence is a key instructional strategy for the development of primary mathematics concepts in Singapore. However, the way to go about teaching and learning with the C-P-A sequence is unclear. As a result, the benefits of this sequence cannot be fully capitalized. This paper aims to (1) expound from learning theories of Bruner, Dienes and Piaget, and literature on representations, how learning takes place with representations and (2) using the insights gleaned, propose how teaching with representations looks like. It concludes with segments of a series of classroom lesson plans crafted using the proposed model of teaching and learning with representations for the concept of equivalent fractions in Primary Three. |
URI: | ISSN: | 0218-9100 |
File Permission: | Open |
File Availability: | With file |
Appears in Collections: | Journal Articles |
Files in This Item:
File | Description | Size | Format | |
---|---|---|---|---|
ME-17-1-1.pdf | 532.77 kB | Adobe PDF | View/Open |
Page view(s) 1
7,273
checked on Jun 7, 2023
Download(s) 1
9,889
checked on Jun 7, 2023
Google ScholarTM
Check
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.