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Teaching and learning with concrete-pictorial-abstract sequence: A proposed model

URI
https://hdl.handle.net/10497/18838
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Type
Article
Files
 ME-17-1-1.pdf (532.77 KB)
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
Author
Chang, Suo Hui
•
Lee, Ngan Hoe 
•
Koay, Phong Lee
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.
Keywords
  • Concrete-Pictorial-Ab...

  • Representations

  • Equivalent Fractions

Date Issued
2017
Publisher
Association of Mathematics Educators
Journal
The Mathematics Educator
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