标题：The Effect of Concrete-Pictorial-Abstract Strategy toward Students' Mathematical Conceptual Understanding and Mathematical Representation on Fractions
摘要：This study aimed at: (1) determining whether the Concrete-Pictorial-Abstract
(CPA) strategy has a positive effect on students' mathematical conceptual
understanding (MCU) and students' mathematical representation (MR) on
fractions; (2) describing how CPA strategy can improve students' MCU and
students' MR on fractions. This research used a mixed method with simultaneous
strategy. Sixty-six students participated in the test control group during the
quantitative phase. The experimental group employed the CPA strategy teaching
method and their test occurred during eight meetings. The descriptive approach
was used during the qualitative phase. The members of the experimental group
were chosen with certain characteristics in mind. The quantitative data which
included MCU and MR were collected using a narrative format. The qualitative
data were; (a) students’ responses to CPA strategy, (b) group discussion activities,
and (c) student products which were collected using (a) thorough interviews, (b)
observations collected on forms, and (c) documentation of behaviors. The
quantitative data were analyzed using one tailed of MANOVA test with
significance level of 5%. The qualitative data were analyzed in 3 stages; (a) data
reduction, (b) data presentation, and (c) data verification.
