C–P–A APPROACH IN TEACHING MATHEMATICS

Bùi Thị Hạnh Lâm; Phạm Đức Quang; Đỗ Thanh Phúc; Cai Việt Long

doi:10.34238/tnu-jst.8830

C–P–A APPROACH IN TEACHING MATHEMATICS

About this article

Received: 26/09/23 Revised: 20/12/23 Published: 20/12/23

Authors

1. Bui Thi Hanh Lam , TNU - University of Education
2. Pham Duc Quang, Hanoi University of Education 2
3. Do Thanh Phuc, TNU - University of Economics and Business Administration
4. Cai Viet Long, Ngo Si Lien Secondary School - Hoan Kiem District - Hanoi

Abstract

This study aims to clarify the following issues: what is the relationship between C-P-A (Concrete-Pictorial-Abstract) ideology and teaching and capacity development; Ability to approach C-P-A ideology in teaching mathematics in high schools in Vietnam and around the world. Therefore, the article has clarified the idea of approaching C-P-A in teaching in general and teaching Mathematics in particular to develop students' competence. The article clarifies the ideological history of the C-P-A approach, the content of the C-P-A ideology applied in teaching in high schools, and the psychological basis of applying the C-P-A ideology in teaching in schools and introduce the model of applying this ideology in Singapore. On that basis, affirming the effectiveness of the C-P-A ideological approach in teaching Mathematics in high schools and the trend of increasing practical problems in teaching Mathematics is one of the orientations that are consistent with the ideology of mathematics. C-P-A. To carry out this study, the author used the method of theoretical research (analyzing and synthesizing documents), expert method. The research has confirmed the ability and method of approaching C-P-A ideology in teaching mathematics in high schools. These research results can open up the way to exploit C-P-A ideology in teaching mathematics in high schools in general and in Vietnam in particular.

Keywords

C- P- A; Concrete; Pictorial; Abstract; Approach; Teaching mathematics approach C-P-A

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References

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DOI: https://doi.org/10.34238/tnu-jst.8830

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