The Effects of Learning Management by Using Concrete – Pictorial – Abstract Approach with Think – Pair – Share Technique on Mathematical Reasoning Ability and Learning Achievement in Permutation

The objective of this research is to study: 1) Mathematical reasoning abilities, 2) Mathematics learning achievement, and 3) Relative growth of mathematics learning achievement. The learning activities using the CPA approach combined with the Think-Pair-Share technique integrate a sequential learning process from concrete to abstract alongside peer discussion, which is one approach to develop analytical thinking processes, reasoning abilities, and enhance participatory learning. The research sample consisted of 54 Grade 11 students from NaLuang School in Bangkok, obtained through cluster random sampling. The research instruments included 6 lesson plans using the CPA approach with the Think-Pair-Share technique, a mathematical reasoning ability test, and pre-test and post-test assessments of mathematics learning achievement on the topic of permutations. The research findings revealed that: 1) Students' mathematical reasoning abilities achieved a mean score of 76.09%, which was significantly higher than the established criterion of 70% at the .05 level of significance; 2) Mathematics learning achievement reached a mean score of 78%, which was significantly higher than the established criterion of 70% at the .05 level of significance; and 3) 49 students, representing 90.7% of the total number of students, demonstrated high to very high levels of relative growth in mathematics learning achievement, which met the established criteria.