ENHANCING FOUNDATIONAL NUMERACY THROUGH THE CONCRETE–PICTORIAL–ABSTRACT (CPA) APPROACH: EVIDENCE FROM A QUASI-EXPERIMENTAL STUDY IN PAKISTANI PRIMARY SCHOOLS

Abstract

Foundational numeracy skills are essential for children to build on for a successful future in school and life. In Pakistan, many primary school-age children struggle in school because of the teaching methods that focus on rote learning, as opposed to the teaching methods that focus on understanding. This study focuses on the Concrete-Pictorial-Abstract model (C-P-A) and attempts to articulate the real understanding of foundational numeracy skills of primary school children in Pakistan. A quasi-experimental research design was used and comprised an experimental group that was taught mathematics using the C-P-A model and a control group that was taught mathematics using the conventional model of teaching. Data were obtained using a pre-test and post-test numeracy achievement assessments. The results are anticipated to show a noteworthy difference in number sense, reasoning, and problem-solving skills of students taught using the C-P-A model of teaching as opposed to students taught using the conventional model of teaching. The study attempts to show the importance of teaching young children mathematics using a combination of real learning materials, pictures and drawings, and forms of mathematics that they can symbolize. The study attempts to improve early mathematics teaching in primary schools of Pakistan.