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INTRODUCTION
international assessments and reports suggest students from the US lack the
remain more or less the same: “to provide opportunities for individuals to
develop skills and attitudes needed for effective participation in everyday living
and prepare them for further education and the world of work so that they make
national progress.
In 2001, with the passing of the No Child Left Behind (NCLB) act schools
based on their individual needs and show student growth as measured by state
assessments (Lembke, Hampton, and Beyers, 2012). Shortly after NCLB, the
Individuals with Disabilities Act of 2004 connected and described how NCLB
School Background
improve itself to better serve its stakeholders. From traditional way to more
effective teaching strategies and approach, and every possible means were
However, despite the dream of the Filipinos to enhance the curriculum; the
although the pupils that were tested for the NAT were grade 7 students it cannot
be denied that considerable percentage of these pupils were from San Isidro
Elementary School. A low mean percentage score in NAT exam indicates that
students have low performance and retention level in Mathematics. One factor
that may affect the performance of the students is on how the teacher provides
the benefits of learning with the use of manipulative objects will enhance the
students' dispositions and attitudes towards learning in the classroom. The trap
when students prefer to regard the use of manipulative objects as play events
understanding of mathematics.
that a functional individual must obtain. However, double the amount of struggle
educators, parents, policy makers, and researchers. The need for improved
mathematics failure would suggest that more studies regarding the use of CRA
for middle school students with deficits in mathematics. The small number of
area.
build a collective body of evidence of how to best instruct students. The study
The result of most recent numerical literacy test done at San Isidro
Elementary School showed that 42% or 175 of the 426 Grade 4 pupils gained
scores of below mastery level, while 39 The need for improved student
A diagnostic test was given to the Grade four pupils of San Isidro
Elementary, the purpose the test was to measure level the numerical literacy
and skills in number concept. The result showed that 42% or 175 of the 426
Grade 4 gained scores below mastery level, 39% or 169 of the 426 pupils
gained the scores nearing mastery level and only 19% or 81 of the 426 grade
four pupils manage to obtain the scores at the mastery level. Mathematics is
Thus, a call for a tailored fit intervention program is very critical. The
with the substantial body of evidence to support the use of CPA to teach
mathematical concepts, and the exceptional needs of struggling learners at risk
of mathematics failure would suggest that more studies regarding the use of
mathematics phenomena. One of the learning and teaching process which has
cake, measurement tools, or the other object can be used during learning and
when solve the problem (Sousa, 2007). Sequence of learning activities carried
out inthe CPA is very important. Activities with concrete material should take
operations in problem solving. This is important for the teacher to explain how
the sample image relates to concrete objects. Then, a formal working with
symbols are used to show how symbols providea shorter way and efficient to
The ‘Concrete’ segment of CRA, in particular, has been the theoretical basis
for the use of manipulatives in learning mathematics (Reisman, 1982; Ross &
Kurtz, 1993). The CRA approach has also been employed to aid students with
Miller, 1998), in the teaching of place value (Peterson, Mercer, & O’Shea,
1998), fractions (Butler, Miller, Crehan, Babbit, & Pierce, 2003) and algebra
(Maccinni & Ruhl, 2000; Witzel, Mercer, & Miller, 2003). With regards to
mathematics students (first and third graders), Fuchs, Fuchs, and Hollenback
(2007) also advocate the use of the CRA sequence to teach place value,
Abstract (CPA) approach. Since its inception in the early 1980’s, the CPA
Children (and adults!) can find math difficult because it is abstract. The CPA
of Education will not approve any teaching materials that do not use the
approach.
Concrete is the “doing” stage. During this stage, students use concrete objects
demonstrate how to solve a problem, the CPA approach brings concepts to life
the CPA framework, every abstract concept is first introduced using physical,
handle actual fruit. From there, they can progress to handling abstract counters
are used to model problems. This stage encourages children to make a mental
connection between the physical object they just handled and the abstract
pictures, diagrams or models that represent the objects from the problem.
Abstract is the “symbolic” stage, where children use abstract symbols to model
problems. Students will not progress to this stage until they have demonstrated
that they have a solid understanding of the concrete and pictorial stages of the
problem. The abstract stage involves the teacher introducing abstract concepts
a symbolic level, using only numbers, notation, and mathematical symbols (for
Although we’ve presented CPA as three distinct stages, a skilled teacher will
that children use in class. For example, students might one day use counters,
another day they might use a ten frame. Likewise, children are encouraged to
represent the day’s math problem in a variety of ways. For example, drawing
children can craft powerful mental connections between the concrete, pictorial,
Related Literature
percent and 90 percent retention rate are learning by doing and learning by
teaching others, respectively. This means that students want to be part of their
given to them.
pitfalls at the same time, the benefits of learning with the use of manipulative
objects will enhance the students' dispositions and attitudes towards learning
in the classroom. The trap when students prefer to regard the use of
manipulative objects as play events to fill the spare time than to provide an
approach, namely: the initial phase involves students physically interact with
the manipulation of concrete objects. The second stage involves working with
dots, counting, or geometric figures. The third stage is abstract stage that
mathematical symbols.
giving directions and clues, and the students in dependently using object
approach, namely: the initial phase involves students physically interact with
the manipulation of concrete objects. The second stage involves working with
dots, counting, or geometric figures. The third stage is abstract stage that
mathematical symbols.
(2010), namely: First, manipulative objects are used to introduce the conceptual
understanding. Second is concrete level that the learning process sis described
manipulative objects, the teacher then guides students to participate in the use
of manipulative objects, giving directions and clues, and the students in
Instructional the representational level follows the same steps, but manipulative
phase, most of the interventions involving the CPA order give students
strategies that help them to remember the steps in the process of mathematics.
It serves as a transition from the use of drawings or paintings with the use of
only the numbers are abstract phase. During the final phase, the students use
Lembke et al., 2012; Moors et al., 2010; Elliot, 2008 stated that Schools
groupings, and peer tutoring to truly teach to each individual child’s needs.
When the quality core instruction is not sufficient to meet the needs of all
remediate.
knowledge. It plays a great role in any field of knowledge for it solves the
numeric problems that may help in acquiring new set of inventions. It is known
set of knowledge for the tertiary level easily, because if the student was not able
to master the basic skills in Math, it will lead to a greater chance of having a low
performance in the tertiary level. Basic skills should be developed and mastered
grades but they dislike both subjects more in junior and senior high school.
They also stated that of all subjects, Mathematics is the least liked subject. With
especially with the performance and attitude of the students towards the
Conceptual Framework
Developing the CPA strategy over a unit of lessons allows the gradual
transition between stages to take place more seamlessly. Moreover, given the
diversity among learners, the duration of 4-6 lessons provide the temporal
representation at points they feel they are ready to. In contrast, ‘forcing’ the
entire CPA progression within, say, a single lesson would not allow each mode
development over a much longer time period beyond a “unit” would render it
unrealistic from the point of view of keeping to the time allocations of the
teaching schedule.
process. As such, they do not see themselves as mere ‘end-user’ of the CPA-
base design; rather, through active participation in the crafting of the unit
sequence and instructional materials, they are not only given an opportunity to
develop a more refined interpretation of CPA; they are also able to contribute
There would be two set of groups for study. the experimental group and
controlled group in this study. The experimental group will receive the CPA
having the conventional math intervention program, both groups will undergo
pre and post examination. The result of the compared pretest and posttest
FEEDBACK
Statement of the Problem
The main purpose of this study was to evaluate the effectiveness of concrete-
affects the attitude of the students. Specifically, it aimed to answer the following
questions:
1. What are the attitude of the students when exposed to CPA approach and to
those exposed to non-CPA approach before and after the intervention in terms
of:
b. Math anxiety;
c. motivation;
of:
a. pre-test scores:
c. retention-test scores?
of post-test scores
Hypothesis
to CPA approach and to those exposed to non-CPA approach before and after
b. Math anxiety;
c. motivation;
of the students once exposed to CPA approach and those exposed to non-CPA
a. pre-test scores:
c. retention-test scores?
of post-test scores
1. Theoretically, this study will provide a reference enforce ability and reliability
developing the skills to teach mathematics to the pupil of San Isidro Elementary
teacher School. Another direct impact can be felt after the students learn