Using concrete pictorial abstract (CPA) approach in mathematics to increase subtraction scores of grade one students

Date of Publication

4-2018

Document Type

Master's Thesis

Degree Name

Master of Education Major in Early Childhood Education (Non Thesis)

Subject Categories

Science and Mathematics Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Educational Leadership and Management

Thesis Advisor

Kimberley Mendoza Migallos

Defense Panel Chair

Kimberley Mendoza Migallos

Defense Panel Member

Darl Jacqueline Orillaza - Giray
Frances Kristine Villegas Canon

Abstract/Summary

This action research examined the differences between traditional teaching approach and Concrete-Pictorial-Abstract (CPA) teaching approach in one school district in the Philippines. The purpose of this study is to examine the impact of small group instruction using Singapore Math Curriculum and approach to help children to improve their mathematical performance in subtraction among Grade One students. Simply pretest and post data will be collected and analyzed. The teacher-researcher would use Common core math checklist as a guideline to prepare the lesson plan. In addition, the teacher-researcher would compare and analyze the teacher’s pre and post interview to collect the data. The differences examined are related to before, during and after the intervention of pre and posttest scores in the subtraction part of second quarter periodical exam. Using CPA approach as the intervention are strictly follow the three stages, the concrete, pictorial, and abstract stage. Descriptive data analysis was chosen as the data analysis approach.

Keywords: Concrete-Pictorial-Abstract (CPA), Singapore Math Curriculum, Grade One students, Subtraction, Pre and Posttest, Teacher’s pre and post interview.

Abstract Format

html

Language

English

Format

Electronic

Keywords

Mathematics—Study and teaching; First grade (Education)

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