Employing cognitively guided instruction in mathematics using the concrete–pictorial–abstract approach to develop the problem solving skills of grade 2 pupils

• Main Author: Calicdan, Jamaica Marie S.
• Format: text
• Language: English
• Published: Animo Repository 2019
• Subjects: Mathematics—Study and teaching (Primary); Mathematics
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/7184
• Institution: De La Salle University

This is a descriptive action research on the use of the principles of Cognitively Guided Instruction through the Concrete–Pictorial–Abstract Approach to develop the pupils’ conceptual and procedural understanding of the four fundamental operations. The study assessed the mathematical thinking of the pupils using the CGI problem types. During the instruction similar CGI problem types were given to the pupils. They were allowed to seek guidance from the teacher who made it a point to give the appropriate prompts that those pupils needed. There were no direct instruction. Instead the teacher facilitated the completion of the solutions of the pupils. Most of the pupils wanted a translation of the problems from English to Filipino. There were pupils that needed close remediation. After running the second round of problem solving with guidance, a third round was conducted without any form of guidance. While the researcher prepared problem sets in English, Filipino, and Pangasinense, the pupils preferred only the English and Filipino sets.Twelve (12) of the 15 Grade 2 pupils who were in the class showed Above Average Level of performance in problem solving at the end of the study. This performance is in terms of problem solving comprehension, modelling techniques used, solution strategies used, and accuracy of the solution and answer. Three (3) pupils are at the Average Level. One (1) pupil dropped out during the duration of the study. Both quantitative and qualitative data gathered during the study showed the attainment of the goals set which are to develop the (a) conceptual understanding of the mathematical operations as the pupils explain the solution strategy they used and as they give accurate answers; and (b) procedural understanding of the four fundamental operations by using the appropriate mathematical algorithm as solution for the word problems. This study shows the Cognitively Guided Instruction problem types allowing students to use the Concrete–Pictorial–Abstract approach develop the mathematical thinking of primary pupils for concrete to abstract level.