Papua New Guinea (PNG) abolished Outcome Based Education (OBE) curriculum as same as the other countries including South Africa (SA). PNG is now under the transition to Standard Based Education (SBE) as a new educational approach. Its primary intention is to improve the performance of students with standards of important subject like mathematics. In this context, it would be crucial to seek effective and applicable methods for teaching and learning of mathematics primarily focusing on the conceptual understanding articulated well with practical skills at the primary school level. Thus, we investigate the applicability of Concrete-Representational-Abstract (CRA) sequence of instruction guided through Japanese lesson pattern to the teaching and learning of the comparison of fraction size. CRA sequence of instruction provides research-based practical framework for lesson design and has been proven to improve the students' conceptual understanding of mathematics. The Japanese lesson pattern as a structured ‘problem solving’ approach has been identified as one of effective practical framework for mathematics lesson delivery in the Trends in International Mathematics and Science Study (TIMSS) video tape study. In this paper, firstly we indicate quantitatively and qualitatively that our proposed approach, CRA sequence of instruction guided through structured problem-solving Japanese lesson pattern, has appreciable impact to raise the conceptual understanding of fraction in mathematics education at the primary school level in PNG. The implication of our study is also discussed for the improvement of mathematics education in the educational context of PNG.
石坂 et al. (Fri,) studied this question.
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