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<p>Bruner’s Enactive-Iconic-Symbolic as part of his “theory of instruction” was posited some 60 years ago. The educational research inquiry conducted during this intervening period has uncovered contextual and theoretical complexities that challenge the over-simplicity of a three-stage model. Nevertheless, its modern form, such as Concrete-Pictorial-Abstract (CPA), has persisted in the literature and is implemented in classrooms in many parts of the world. This study presents a revisitation of this heuristic, by taking in some of these complexities as they were considered by teachers in a case of teaching Expansion and Factorisation involving quadratic expressions, with a view of strengthening the practical instructional utility of CPA.</p>

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A revisitation of Concrete-Pictorial-Abstract

  • 期刊论文

  • 发表日期：

    2025年11月19日

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  • Yew Hoong Leong,
  • Tin Lam Toh,
  • Lu Pien Cheng

摘要

Bruner’s Enactive-Iconic-Symbolic as part of his “theory of instruction” was posited some 60 years ago. The educational research inquiry conducted during this intervening period has uncovered contextual and theoretical complexities that challenge the over-simplicity of a three-stage model. Nevertheless, its modern form, such as Concrete-Pictorial-Abstract (CPA), has persisted in the literature and is implemented in classrooms in many parts of the world. This study presents a revisitation of this heuristic, by taking in some of these complexities as they were considered by teachers in a case of teaching Expansion and Factorisation involving quadratic expressions, with a view of strengthening the practical instructional utility of CPA.