Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/18889
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dc.contributor.authorLeong, Yew Hoong-
dc.contributor.authorHo, Weng Kin-
dc.contributor.authorCheng, Lu Pien-
dc.date.accessioned2017-07-04T09:09:28Z-
dc.date.available2017-07-04T09:09:28Z-
dc.date.issued2015-
dc.identifier.citationLeong, 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.pdfen
dc.identifier.issn0218-9100-
dc.identifier.urihttp://hdl.handle.net/10497/18889-
dc.description.abstractThe 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.en
dc.description.urihttp://math.nie.edu.sg/ame/matheduc/tme/tmeV16_1/TME16_1.pdf-
dc.language.isoenen
dc.subjectConcrete-Pictorial-Abstracten
dc.subjectMathematics instructionen
dc.subjectTeacher professional developmenten
dc.titleConcrete-Pictorial-Abstract: Surveying its origins and charting its futureen
dc.typeArticleen
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