Francisco, Rhea Nadyn M.
Practices and problems encountered by public elementary school teachers in teaching mathematics using mother tongue / Rhea Nadyn M. Francisco. - xv, 149 leaves
Abstract :
Teaching mathematics in mother tongue (MT) presents challenges such as preparation, a lack of instructional materials (IMs), and translation issues (Tundag, 2020). This mixed method sequential-explanatory study, with purposively selected 73 grade one to three public elementary school teachers from 17 schools in the District of Bugasong, sought to identify and explain the practices and problems in teaching Mathematics using MT to establish an action plan. This study collected data through researcher-made questionnaire checklists on teachers’ practices and problems in teaching Mathematics using the MT, supplemented by structured interviews to provide further explanations.Results reveals that highly ranked practices include translating terms not understood by pupils into their preferred language, encouraging mastery of skills through drills and practice, using counters like bundled sticks and stones, and evaluating pupils’ performance through observation and written tasks.
The key themes identified from participants’ responses include clarity and confidence through language, promoting skill development and identifying weaknesses, employing tactile and interactive methods for problem-solving, and ensuring immediate feedback for improved learning outcomes.
However, students face significant challenges with mathematical concepts and language, particularly struggling with MT terms for large numbers and shapes, students struggling with unfamiliar terms, mismatches between language and materials, and difficulties in constructing quiz and exam questions.The key themes from participants’ commonly encountered problems include complexity, unused terms, lack of prior knowledge, technical jargon, linguistic diversity, resource constraints, non-alignment, and time constraints.
The study, using the Mann-Whitney U-test and Kruskal-Wallis Test, found no significant differences in educational attainment, teaching experience, school location, or teaching position, indicating consistent instructional strategies across diverse contexts. However, teachers with over 20 years of experience faced significantly higher challenges in using mathematical concepts/language, prompting an action plan for enhancing Mathematics teaching through curricular adjustments, teacher training, technology integration, and innovative engagement methods.
Based on the findings, teachers use diverse strategies and face constant problems when teaching Mathematics using MT. Improving student comprehension and engagement despite the resource constraints and the need for emotional training and support, with an action plan proposed to enhance learning environments through better aligned materials, innovative methods, and instructor adjustments. Our study recommends prioritizing MT IMs and training with administrative support and funding, while emphasizing the active engagement of teachers, parents, and learners with culturally relevant resources and integrating MT in daily learning activities.
Francisco, R. N. M. (2024). Practices and problems encountered by public elementary school teachers in teaching mathematics using mother tongue (Master's thesis). University of Antique, Sibalom, Antique, Philippines.
Theses.
TH 378.242 B178 2024
Practices and problems encountered by public elementary school teachers in teaching mathematics using mother tongue / Rhea Nadyn M. Francisco. - xv, 149 leaves
Abstract :
Teaching mathematics in mother tongue (MT) presents challenges such as preparation, a lack of instructional materials (IMs), and translation issues (Tundag, 2020). This mixed method sequential-explanatory study, with purposively selected 73 grade one to three public elementary school teachers from 17 schools in the District of Bugasong, sought to identify and explain the practices and problems in teaching Mathematics using MT to establish an action plan. This study collected data through researcher-made questionnaire checklists on teachers’ practices and problems in teaching Mathematics using the MT, supplemented by structured interviews to provide further explanations.Results reveals that highly ranked practices include translating terms not understood by pupils into their preferred language, encouraging mastery of skills through drills and practice, using counters like bundled sticks and stones, and evaluating pupils’ performance through observation and written tasks.
The key themes identified from participants’ responses include clarity and confidence through language, promoting skill development and identifying weaknesses, employing tactile and interactive methods for problem-solving, and ensuring immediate feedback for improved learning outcomes.
However, students face significant challenges with mathematical concepts and language, particularly struggling with MT terms for large numbers and shapes, students struggling with unfamiliar terms, mismatches between language and materials, and difficulties in constructing quiz and exam questions.The key themes from participants’ commonly encountered problems include complexity, unused terms, lack of prior knowledge, technical jargon, linguistic diversity, resource constraints, non-alignment, and time constraints.
The study, using the Mann-Whitney U-test and Kruskal-Wallis Test, found no significant differences in educational attainment, teaching experience, school location, or teaching position, indicating consistent instructional strategies across diverse contexts. However, teachers with over 20 years of experience faced significantly higher challenges in using mathematical concepts/language, prompting an action plan for enhancing Mathematics teaching through curricular adjustments, teacher training, technology integration, and innovative engagement methods.
Based on the findings, teachers use diverse strategies and face constant problems when teaching Mathematics using MT. Improving student comprehension and engagement despite the resource constraints and the need for emotional training and support, with an action plan proposed to enhance learning environments through better aligned materials, innovative methods, and instructor adjustments. Our study recommends prioritizing MT IMs and training with administrative support and funding, while emphasizing the active engagement of teachers, parents, and learners with culturally relevant resources and integrating MT in daily learning activities.
Francisco, R. N. M. (2024). Practices and problems encountered by public elementary school teachers in teaching mathematics using mother tongue (Master's thesis). University of Antique, Sibalom, Antique, Philippines.
Theses.
TH 378.242 B178 2024