Downloads: 6 | Views: 339 | Weekly Hits: ⮙3 | Monthly Hits: ⮙3

Research Paper | Mathematics | Philippines | Volume 11 Issue 7, July 2022 | Popularity: 5.4 / 10

Rate This Article!      

The Practices of Filipino Teachers in Contextualizing Mathematics

Primel N. Diago, Larry R. Dillo

Abstract: Contextualizing mathematics adheres to the twin goal of mathematics, problem solving and critical thinking. This approach creates more effective learning, and relates mathematical concepts to particular setting, situation or area of application. This investigation explored how elementary and secondary mathematics teachers did the contextualization process. A 34-item, 4-point Likert scale questionnaire, pilot tested to 53 teachers was used to elicit these practices. A sample of 334 was drawn from 2, 038 teachers of the two schools divisions in Southern Philippines. The Exploratory Factor Analysis (EFA), using varimax rotation and Principal Component Analysis, extracted five practices with sub-components determined by a coding process of Strauss and Corbin (1990). It surmised that in contextualizing mathematics: Surigaonon teachers used available resources like indigenous materials and curriculum packages, involved stakeholders within their reach, utilized technologies and models, conformed their approaches to the standards of curriculum, and employed integrative, collaborative and reflective strategies.

Keywords: contextualization, localization, mathematics education, exploratory analysis, mathematics teaching

Edition: Volume 11 Issue 7, July 2022

Pages: 318 - 325

DOI: https://www.doi.org/10.21275/ART20204104

Make Sure to Disable the Pop-Up Blocker of Web Browser

Click to Cite this Article

Similar Articles