Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/18889
Title: 
Concrete-Pictorial-Abstract: Surveying its origins and charting its future
Authors: 
Keywords: 
Concrete-Pictorial-Abstract
Mathematics instruction
Teacher professional development
Issue Date: 
2015
Citation: 
Leong, Y. H., Ho, W. K., & Cheng, L. P. (2015). Concrete-Pictorial-Abstract: Surveying its origins and charting its future. The Mathematics Educator, 16(1), 1-18. Retrieved from http://math.nie.edu.sg/ame/matheduc/tme/tmeV16_1/TME16_1.pdf
Abstract: 
The Concrete-Pictorial-Abstract (CPA) approach, based on
Bruner’s conception of the enactive, iconic and symbolic modes of
representation, is a well-known instructional heuristic advocated by the
Singapore Ministry of Education since early 1980’s. Despite its ubiquity as a
teaching strategy throughout the entire mathematics education community in
Singapore, it is somewhat surprising to see a lack of an account of its
theoretical roots. This paper is an attempt to contribute to this discussion on
the CPA strategy and its potential role in continuing advancement of quality
mathematics education.
URI: 
ISSN: 
0218-9100
Website: 
Appears in Collections:Journal Articles

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