Concrete-Pictorial-Abstract Approach on Student's Motivation and Problem Solving Performance in Algebra

Abstract

This study aims to: 1) find out whether problem-solving performance in students who are subjected to the CPA approach is better than problem-solving performance in students who are subjected to conventional approaches, 2) find out whether learning motivation in students who are subjected to the CPA approach is better than learning motivation in students who are subjected to conventional approaches. The study was conducted on 7th-grade junior high school students in Purworejo Regency. This study was an experimental study involving 91 students in the experimental class and 96 students in the control class. The research instrument used observation sheets of student learning motivation and tests consisting of 20 multiple choice test items and 5 essay test items. The data analysis technique uses a paired sample T-test to see the improvement of problem-solving performance and independent sample T-test to see the difference in the influence of the CPA Approach with the conventional approach. The results showed that: 1) problem-solving performance in students who are subjected to the CPA approach is better than problem-solving performance in students who are subjected to conventional approaches, 2) motivation to learn in students who are subjected to the CPA approach is better than learning motivation in students who are subjected to conventional approaches. The results also show that the CPA Approach can encourage students to solve problems with nonstandard procedures.

South African Teachers' Beliefs and the Use of Manipulatives to Resolve the Concept-Symbol Schism in Mathematics Learning

“…Manipulatives can be used to introduce, practice and remediate concepts [2,12,28]. Research by psychologists Jean Piaget and Jerome Bruner has shown that children master concepts better when their thinking progresses through three hierarchical levels -the inactive (concrete), iconic (pictorial) and the symbolic (abstract) [5,26,27]. Manipulatives represent knowledge at the concrete level where learners can handle and manipulate objects to internalize mathematical processes and procedures.…”

“…Ms Dikgomo seemed to get trapped in the simplistic use of manipulatives. Manipulatives were used at the concrete level only; instead of taking learners through the Concrete-Pictorial-Abstract (C-P-A) levels of representation [27,43]. She then demonstrated how fractions were added stressing the importance of a common denominator, after which learners were given work to do.…”

“…He deliberately linked the diagrams to the 3D models learners had constructed. Commendable efforts were made to use Resolve the Concept-Symbol Schism in Mathematics Learning multiple representations of concepts to reinforce the Concrete to Pictorial to Abstract (C-P-A) transition in the learners' minds [27,43]. The C-P-A approach helps to promote transition from concrete manipulation to the creation of mental images of the concepts in the students' minds; and then the development of the symbolic notation representing the concept.…”

The Use of Video Materials for the Development of Inner Motivation in Learning Foreign Languages of University Students

“…When studying motivation, some researchers pay attention to the importance of the increase in the number of innovations dedicated to implementation of new technological tools (software) which make it possible to enhance pedagogical opportunities of mathematical disciplines teaching [2,3]. Scientists highlight the fact that conventional teaching decreases motivation of students, who become more inactive as compared to the teaching using IC technologies.…”