EMPLOYING COGNITIVELY GUIDED INSTRUCTION IN MATHEMATICS USING THE CONCRETE–PICTORIAL–ABSTRACT APPROACH TO DEVELOP THE PROBLEM-SOLVING SKILLS OF GRADE 2 PUPILS

This descriptive action research investigated the impact of Cognitively Guided Instruction (CGI) principles combined with the Concrete–Pictorial–Abstract (CPA) Approach on the development of mathematical thinking among Grade 2 pupils’ conceptual understanding and procedural knowledge of the four fundamental operations. The study utilized a non-directive, facilitative instructional model where the teacher provided targeted prompts rather than direct instruction, allowing pupils to transition from concrete modeling to abstract algorithmic solutions across three assessment phases. Key findings revealed that twelve (12) of the 15 Grade 2 pupils achieved an Above Average Level of performance, while the remaining three reached the Average Level, demonstrating significant growth in terms of problem-solving comprehension, modeling techniques used, solution strategies used, and accuracy of the solution and answer. Both quantitative and qualitative data gathered confirmed that the use of CGI problem types—supported by linguistic translations in English and Filipino—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 a solution for the word problems. By allowing pupils to internalize mathematical logic through their own invented strategies, the research successfully documented a clear developmental trajectory from intuitive physical representation to formal mathematical abstraction. The study recommends the use of CGI using the CPA approach in the teaching of the four fundamental operations, to reach the level of abstraction and understanding of the four fundamental operations procedurally and conceptually.