THE
CONCRETE-PICTORIAL-
ABSTRACT (CPA) APPROACH
JANET Z. DUMANGAS
Education Program Supervisor-Mathematics
OBJECTIVES:
• To relearn the Concrete-Pictorial-Abstract Approach in teaching
Mathematics;
• To gain insights on how to teach the different stages in CPA
approach; and
• To conduct demonstration teaching in key stage 1 using the CPA
Approach.
ACTIVITY
• Share your knowledge about the Concrete- Pictorial-
Abstract Approach in teaching Mathematics.
• Write down the common ideas you have shared and
present them
• Jerome Bruner, an American Psychologist, proposed this
approach as a mean of scaffolding learning.
• The Concrete-Pictorial-Abstract Approach is an essential
tool in teaching Mathematics at Key Stage 1 and Key
Stage 2.
• A system of learning that uses physical and visual aids to
build a child’s understanding of abstract topics.
• In CPA approach, pupils are introduced to a new
Mathematical concept through the use of concrete
resources.
• The approach is using physical object to solve math
problems (concrete), using drawing to solve
math(pictorial), solving math problems using only
numbers (abstract).
• Building these steps across a lesson can help the pupils to
better understand the relationship between numbers and
the real world and helps them secure their understanding
of the mathematics concepts they are learning.
EXAMPLE 1: CONCRETE
PICTORIAL
ABSTRACT
5 + 3 = 8
EXAMPLE 2: CONCRETE
PICTORIAL
ABSTRACT
20 - 7 = 13
WHAT IS THE CONCRETE STAGE OF THE CPA APPROACH?
In the “doing” stage of the CPA approach, learners model
problems by using concrete objects. At concrete stage, new
concepts are taught using practical resources or physical
objects.
When children physically handle these resources, they are
more able to gain mathematics mastery.
These concrete resources are also called math manipulatives and
these may include commonly used household items such as dice,
straws, or specialized mathematical resources such as numicon or
dishes.
Numicon is a system of flat plastic shapes with holes representing
numbers from 1 to 10.
In traditional ways of teaching mathematics, teachers
taught how to solve a problem. The CPA model transforms
concepts to life by enabling students to experience and
handle concrete manipulatives (actual objects).
In the CPA learning approach, each abstract concept is
first taught using interactive, physical materials.
WHAT IS THE PICTORIAL STAGE OF THE CPA APPROACH?
The pictorial stage is the “seeing” stage. In this stage,
problems are modelled using the visual representation of a
physical object. This step of CPA approach motivates children
to make a direct connection between the concrete object they
just dealt with and the visual representation, models or
diagrams that represent the problem.
Once students understood a math concept using
real objects, students may proceed with drawing quick
sketches or visual representations of the objects. While
benefiting from pictorial representation, students would no
longer manipulate the physical objects, but still take
advantage of the pictorial support the resources may provide.
Some mathematics teachers tend to leave this step out, but
visual recording is crucial in ensuring that students can make
the connection between a physical resource and abstract notation.
In the absence of pictorial representation, children may find it
difficult to visualise a problem.
Drawing or developing a model makes it easier for the
students to understand complex mathematical and
conceptual concepts.
An example of the pictorial step is using the bar
model where bars represent the unknown and known
quantities in more complex multi-step problem-solving.
WHAT IS THE ABSTRACT STAGE OF THE CPA APPROACH?
The abstract stage makes the symbolic level of CPA approach, where
students model problems using abstract symbols. Students do not move
forward to this step until demonstration of a solid conceptual understanding
of the concrete and pictorial phases of the problem is done.
At this stage, the teacher introduces the abstract concept (for example,
arithmetic symbols). Students are taught abstract topics at a symbolic level,
by way of only mathematical symbols, notation and numbers (for example, ÷
and x are used to teach division and multiplication).
The most effective learning takes place when primary school
students can frequently go back and forth among these three steps
of the CPA approach.
This would ensure the reinforcement and understanding of the
mathematical concepts.
SOMETHING TO DO…
• Group yourselves according to the grade level you are teaching.
• Choose one(1) learning objective in Mathematics on the grade
level you are teaching .
• Write a plan on how you are going to develop the concept using
the CPA approach.
• Execute the plan .
References:
https://thirdspacelearning.com
https://mathnoproblem.com
https://www.structural-learning.com
Thank you
