Pictorial form math full#

With the advent of technology, the use of technological tools isĪlso promoted (, p.19). The learners to observe the equivalence of these representations toĪchieve sound conceptualisation of the abstract mathematics (, p.43). Mathematics concept, such as place values or fractions, and the need for In particular, it promotes the use ofĬoncrete, pictorial, and abstract modes of representation of a Use multiple forms of representation to achieve the abstractĬonceptualisation of mathematics. Singapore C-P-A development of concepts approach encourages teachers to In a subtly different but yet essentially similar manner, the Learning any material so long as the instruction is organisedĪppropriately, following a progression from enactive to iconic to Finally, information is stored in the form of aĬode or symbol when the symbolic mode of representation is achieved.īruner believes that a learner even of a very young age is capable of

Information is stored visually in the form of images during the iconic 'action based information' and storing it in the memory, while The enactive mode representation involves encoding He refers these three waysĪs modes of representation in which information are stored and encoded Translates 'experiences into a model of the world' in threeĭistinct ways-enactive, iconic and symbolic.

Pictorial form math full#

(, p.10), who stressed that for full conceptual understanding, pupils This approach is based on the work by Bruner

The Singapore Mathematics Curriculum advocates theĬoncrete-pictorial-abstract (C-P-A) development of concepts at the APA style: The role of virtual manipulatives on the concrete-pictorial-abstract approach in teaching primary mathematics.The role of virtual manipulatives on the concrete-pictorial-abstract approach in teaching primary mathematics.' Retrieved from 2014 Mathematics and Technology, LLC 09 Aug. MLA style: 'The role of virtual manipulatives on the concrete-pictorial-abstract approach in teaching primary mathematics.' The Free Library.