The Implementation of the Concrete-Pictorial-Abstract (C-P-A) Instructional Model in Teaching Primary Mathematics in Thimphu Dzongkhag

Abstract

This study examined the implementation of the Concrete-Pictorial-Abstract (C-P-A) instructional model in Thimphu district. This is because, the District Education Office had adopted the C-P-A model to improve students' mathematical conceptual understanding. A three-day pedagogy workshop for teachers to address persistent underperformance in primary mathematics was also conducted. A concurrent mixed-method design involving a survey of 271 students and 36 teachers, and teachers’ interviews was employed. Some of the key findings revealed that teachers believed in the concrete mode of representation using physical manipulative, whereas students preferred the abstract mode of representation using symbols, words and letters. It was found that the C-P-A instructional model had certain constraints in classroom practice, including challenges related to time, concrete materials, and class size. However, teachers were optimistic that the C-P-A instructional model could enhance students’ understanding of mathematics. Regular implementation of the C-P-A model, supported by adequate resources and teacher training could significantly improve mathematical conceptual skills and understanding.