©Teachers Perception and Teaching Strategies in Teaching Mathematics in K-12

Curriculum

Practical Research

Presented To The

College of Teacher Education

South East Asian Institute of Technology, Inc.

Along National Highway, Barangay Rubber

Tupi, South Cotabato

Presented By

Group 5

November 12, 2021

Chapter 1
Introduction

Along with civilization, Mathematics became a topic of study. In today's world,

Mathematics is an extremely vital topic for survival. This value is reflected in education

curriculum and the emphasis placed on mathematical education. On the other hand,

teachers are the most essential element influencing student performance in the

educational system. They have mastered effective ways and tactics for teaching

Mathematics to assist students in increasing their mathematical knowledge and

improving their mathematics achievements.

According to Abidha Kurukkan (2015), mathematical learning produces both

cognitive and emotive consequences. Experience and practice are required to learn

anything. Motor learning, verbal learning, idea learning, discriminating learning, and

problem solving are all examples of different forms of learning. The majority of

Mathematics learning falls into one of three categories: idea learning, principal learning,

or problem solving. Because they are higher-order learning processes, the learner must

engage in cognitive activity and exert effort. The importance of effort in the learning

process is emphasized in the early theories of learning. When we study the cognitive

aspect of Mathematics learning, we see that it involves more complex cognitive

processing. This is because Mathematics learning necessitates more complex cognitive

processes, especially due to the interconnected and abstract structure of mathematical

material and processes.

According to Jaudinez, A. S. (2019), the K–12 Mathematics Curriculum Guide

emphasizes the importance of learners learning and exploring Mathematics thoroughly

and in detail since its significance extends beyond the classroom and school. By virtue
of Republic Act No. 10533, known as the "Enhanced Basic Education Act of 2013" or

popularly known as the K to 12 Curriculum, the Philippine curricular landscape has been

restructured from the former 10-year basic education into a 13-year mandatory

education that added Kindergarten and two years of Senior High School. The aims of

high school education are widened for college preparation, vocational and technical job

prospects, as well as creative arts, sports, and entrepreneurial employment, as stated in

the law (RA 10533).

According to Mendoza, L.V. S. (2018), nowadays, in the secondary school

setting, there are some challenges being encountered by the teachers especially in

teaching Mathematics. It is not an easy task to encourage learners to love numbers. It is

evident that there are some of the Junior High School students who experience

difficulties in learning Mathematics. This is a challenge which requires an immediate

action. Learners as clienteles in school are the focus in the classroom scenario. In order

to motivate learners in attaining successful learning, it is necessary for the teachers to

be creative in teaching. Producing learning enhancement activities that are new to the

learners is one effective. Orient the learners that learning Mathematics is fun.

Integration of exciting games and electronic – based learning can increase the students’

participation in problem – solving. Teachers also experience problems in teaching

Mathematics specifically when there is a big number of non – numerates. Learners with

low level of interest in Mathematics resulted to the lack of skills in different learning

competencies in this area. It is in the hands of the teachers to improve the learners’

capability in learning this subject. One of the effective methods is the remediation or

enrichment activities that are suited to the students’ learning style. This can be applied
through the implementation of differentiated instruction. Every learner has his/her own

way of learning. Adaptability to change is an efficient and effective trait of the teachers

which can be utilized to increase the interest of the learners in learning Mathematics.

This happens when teachers produce learning innovation that could definitely decrease

the number of non – numerates. Despite the challenges in teaching Mathematics,

teachers still need to embrace their responsibility and exhibit commitment towards the

improvement of the learners. It is the mission of every teacher to help learners to

become successful and productive citizen of the country. Teachers can transform

challenges into solutions. Finally, learning goals will be attainable when there is

creativity in teaching. PARAPHRASE.

The purpose of this study is to distinguish the perceptions and strategies of the

teachers through their personal experiences in teaching Mathematics in K to 12

curriculum. This will help us, future educators, not only in assessing our students in

terms of enhancing their skills in solving math problems by the use of the accumulated

strategies but also in identifying different viewpoints and getting a clearer picture of who

their students really are.

Statement of the Problem

1. What are the teachers’ perceptions in teaching Mathematics in the K to 12

curriculum?

2. What are the teachers’ teaching strategies in teaching Mathematics in the K to 12

curriculum?

3. Is there a significant relationship between teachers’ perception and teachers

teaching strategies in teaching Mathematics the K to 12 curriculum?

 Chapter 2

Review Related Literature

I. Introduction

This chapter gives a summary of prior research on intranets and knowledge

sharing which is its main purpose. It presents the case study framework, which is the

primary focus of the research detailed in this thesis. This was done as part of a new

study design process to outline the data collection requirements essential for the

primary studies being conducted (Denscombe, 1998, p.217).

A. Definition of Teachers Perception, Teachers Strategies for Teaching

Mathematics.

Teacher perception is the image of the teacher's thoughts and mind towards the

student, influenced by prior knowledge and life experience. These encounters may be

related to family history and traditions, as well as education, profession, culture and

community. All of these factors, and others, influence the perspective of the individual

and the perceptions of others. The ability of teachers to involve all students in the active

learning process in the classroom is important for improving student performance. The

teacher's attention process focuses on relevant information in complex classroom

interactions and provides students with important information about their ability to divide

attention to discover relevant learning needs (Ömer Sümer, 2018).

Talking of manpower aspects, the teachers’ role is very crucial. Teachers being

the ones who deliver instruction, are expected to have a good emphasis on their

instructional objectives in the classroom. These instructional objectives are the

composites that estimate the amount of emphasis teachers place on various objectives.

These are in particular the composites on math objectives, basic mathematical skills

and on the Mathematics reasoning objectives. In the newly implemented K to 12

curriculum, there is a great need for the teacher to have the skills and knowledge in

making, implementing and emphasizing the objectives in order to develop and enhance

the different abilities and skills of the students. Thus, we can say that the 21st century

learners are in dire need to have teachers who are multi- skilled and multi-talented.

Teachers who can teach their field of specialization and who are knowledgeable in other

disciplines. In addition, the teachers must also have instructional control. This refers to

those composites that estimate the level of control teachers perceive to have over

curriculum and pedagogy decisions for their classrooms. (Jenyliza T. Ucang, 2016)

Teachers should also be aware on how facilities and equipment, parents and

students and time constraints affect instruction. The factors affecting instruction are

those composites that estimate the extent to which various factors negatively impact

Mathematics instruction in schools. As a result, the focus of this study is on K–12

Mathematics teachers' emphasis on instructional objectives (math objectives, basic

mathematical skills objectives, and Mathematics reasoning objectives), teachers'

instructional control (curriculum control and pedagogy control), and the extent to which

facilities and equipment, parents and students, and time constraints affect instruction.

Parents, administrators, instructors, students, and researchers will benefit from the

findings of the study. This will aid in the improvement of educational quality. The

findings will be used to determine which specific talents among instructors need to be

further enhanced.These will also be used by administrators to determine what trainings

or seminars the faculty will be expected to attend in order to improve the most

problematic component of mathematics teaching and learning. Teachers will also be

able to reflect on the need to improve their teaching skills, as well as the school's needs

in order to confront and adapt to the problems of 21st-century education and the K+12

curriculum. Furthermore, the impact of facilities and equipment, parents and students,

and time restrictions on instruction will be shown.The study was confined to the

perceptions of K+12 Mathematics instructors on instructional objectives, instructional

control, and school variables impacting instruction of Junior and Senior High School

Mathematics teachers in the District of Maramag and Don Carlos Bukidnon during the

2017-2018 school year. The instructors' perceptions of instructional objectives,

instructional control, and school variables impacting teaching were the focus of the

questions..

The classroom should be a place of inquiry, where students may engage in

meaningful Mathematics in a secure and supportive environment. "Meaningful

Mathematics is taught in K–12 schools to assist students in investigating, representing,

and connecting mathematical ideas via dialogue in the context of problem solving"

(Suurtamm et al., 2015). By asking questions, defending their work, and sharing their

ideas to one another, students become co-constructors of knowledge (Wagganer,

2015). Students must explain their ideas, defend their reasoning, interrogate one

another about their work, and compare and contrast ideas and solutions (Suurtamm et

al., 2015). Teachers use Mathematics discussion questions, sentence stems (also

known as sentence starters), asking for examples, and asking for justifications of work

to assist and enhance students' learning (Wagganer, 2015). Teachers must be familiar
with Mathematics subject, as well as the underlying rationale for the material and

curricular goals (Student Achievement Division, 2011).

The classroom should be a place of inquiry, where students may engage in

meaningful Mathematics in a secure and supportive environment. "Meaningful

Mathematics is taught in K–12 schools to assist students in investigating, representing,

and connecting mathematical ideas via dialogue in the context of problem solving"

(Sinay, E., & Nahornick, A. ,2016). Effective instructional techniques in mathematics

teaching and learning research series l. (Research Report No. 16/17-08; Research

Report No. 16/17-08; Research Report No. 16/17-08 Toronto District School Board,

Toronto, Ontario, Canada. By asking questions, defending their work, and sharing their

views to one another, students become co-constructors of knowledge (Wagganer,

2015) - Sinay, Erhan. (2016). TEACHING AND LEARNING MATHEMATICS

RESEARCH SERIES I: EFFECTIVE INSTRUCTIONAL STRATEGIES TITLE:

TEACHING AND LEARNING MATHEMATICS RESEARCH SERIES I: EFFECTIVE

INSTRUCTIONAL STRATEGIES TITLE: TEACHING AND LEARNING MATHEMATICS

RESEARCH SERIES I: EFFECTIVE INSTRUCTIONAL STRATEGIES (Suurtamm et

al., 2015).Teachers use Mathematics discussion questions, sentence stems (also

known as sentence starters), asking for examples, and asking for justifications of work

to assist and enhance students' learning (Wagganer, 2015). Teachers must be familiar

with mathematics content, as well as the underlying rationale behind mathematics and

curricular requirements. (Student Achievement Division, 2011).

 B. Issues and Contradiction on Teachers Perceptions on Teaching.

Since the 1990s, there has been a growing awareness of the need for context-

informed pedagogy in second language teaching in order to meet language learners'

various needs and contexts. As a result, education is no longer regarded as a self-

contained activity requiring little investigation. Instead, effective language instruction is

increasingly seen as a pedagogical and organizational problem. In response to such a

huge shift, Part IV discusses language teachers' new roles as course and materials

developers, classroom researchers, learning assessors, learner-based innovators, and

so on (Jack C. Richards, 2015).

In economics institutes, math is taught in a variety of ways. This is because most

students consider economics universities to be liberal arts colleges, and as a result,

they are unprepared to study arithmetic seriously. However, the economy is losing its

humanitarian component, and economists are increasingly using economic and

mathematical approaches to analyze economic processes and estimate future

economic outcomes (Valitov, Mardanov, 2011).

Student performance is strongly associated with teacher effectiveness and can

be assessed as a factor in teacher quality in standardized exams. Students' academic

performance is only one factor. However, as a result of good education in high school,

academic performance is more important and is often recognized as a reliable indicator

of student performance and can be used in a variety of institutions. Actors include

students, parents, professors, colleges and more. The employer decides on the future
of the student. B. Whether to enroll in higher education (Dufaux, 2012). Successful

teachers are believed to have a greater impact on student performance than less

effective teachers (Hattie, 2012).

The combination of teaching methods and mathematical tasks can help you

understand the relevance of using teaching methods at the right time. The use of

educational strategies goes beyond transitive behavior, which means maximizing

student potential, to create reflections and explanations of why certain educational

techniques need to be used in the tasks presented to students. (Demaria & Romero,

2013). To facilitate this process, teachers need to rethink, rethink, and ponder many of

the educational techniques used to facilitate student learning. And at this point, teachers

need to think, rethink, and ponder the various educational tactics used to facilitate

student learning. In other words, the practice of teachers pondering the use of methods

is very important for student learning. According to González (2015), teachers need to

keep pace with current teaching methods to create new incentives and support student

integration.

In math classes, there exist certain beliefs and philosophies. Radical and social

constructivism are two idealisms and concepts that have been widely spread and

explored in the mathematics education literature (Belbase, 2014). Math is viewed as a

foreign topic, a collection of symbols, a meaningless subject, pure knowledge, and

objective knowledge by the majority of math instructors and curriculum specialists. ..

Along with bread, writing, and arithmetic, computer-assisted thinking should be taught.

Computer Science (CS) became popular ten years after her work.
 prevalent in schools and integrated into Grammar School's obligatory education

kindergarten (Wing 2016)