Building these steps across a lesson can help pupils better understand the relationship between numbers and the real world, and therefore helps secure their understanding of the mathematical concept they are learning. Then they are asked to solve problems where they only have the abstract i.e. When they are comfortable solving problems with physical aids, they are given problems with pictures – usually pictorial representations of the concrete objects they were using. Pupils are introduced to a new mathematical concept through the use of concrete resources (e.g. The Concrete Pictorial Abstract (CPA) approach is a system of learning that uses physical and visual aids to build a child’s understanding of abstract topics.
The CPA approach illustrated by one of our Third Space Learning resources What is the Concrete Pictorial Abstract in Maths? The maths curriculum is far too broad to cover in one blog, so the focus here will be on specifically how the CPA approach can be used to support the teaching and learning of the four written calculation methods. The Concrete Pictorial Abstract approach is now an essential tool in teaching maths at KS1 and KS2, so here we explain what it is, why its use is so widespread, what misconceptions there may be around using concrete resources throughout a child’s primary maths education, and how best to use the CPA approach yourself in your KS1 and KS2 maths lessons.
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