ALGEBRA TILES: ITS EFFECT ON STUDENTS’ PERFORMANCE IN BUILDING

PRODUCT OF POLYNOMIALS

A Concept Paper
Submitted to the Course Professor
Dr. ELVIRA V. CHUA
As a requirement in the course
Research Trends and Issues in Mathematics Education
(Math Ed 702)

By

Abuloc, Bernard C., SST-I

Agusan del Sur National Science High School

Diaz, Mark Jovit D. ,T- I

Wakat National High School

Encendencia, Chrisdione D., Math Teacher

Enfant Cheri Study Centre, Inc. Main Campus

Gaa, Ruth L., T- I

Agusan del Sur National High School

Guillarte, Ruthchel M.,T-I

Duangan National High School

Jala, Nor Jhon M., T-I

San Luis National High School

November 18, 2018

 RATIONALE

The advent of innovations in instructional material as a tool for learning in the

classroom was widely embraced by the whole educational system as it aims to develop
the perspective in teaching. A good quality instructional material allows the teachers to
better deliver the instruction which helps the learners to master the skills in the learning
environment and even in their lives. Mathematics is basically regarded as the most
difficult subject in Basic Education Curriculum and should be given more attention to
address the needs of the education. Teachers use variety of instructional materials to cater
the needs of the learners to have a meaningful learning in the learning process.

The use of instructional materials especially in mathematics simplifies the

instruction of the educators as it also help the learners to have a better grasp of the lesson,
thus teaching algebra especially multiplying polynomials that uses manipulative like
algebra tiles is very helpful in dealing diverse learners. Manipulative can aid in student
retention of topics as well as student buy in to the curriculum (Allsopp, 1999). The use of
these concrete items not only can help to motivate students by making math fun, but they
can help stimulate students to think mathematically (Herbert, 1985). When students are
having fun and engaged, it allows teachers to give them the ability to be creative and be
active during their learning process. According to Schlosser (2010), “Algebra tiles lend
themselves to making connections between algebra and geometry by representing an
algebraic model in a geometric fashion. For some learners, especially those who may
prefer tactile or kinesthetic learning methods, algebra tiles can be a tool that can help
bridge the gap from tangible, concrete objects to their symbolic and abstract
representations”. It agrees to the statement of Sharp (1999), “Concrete representations of
abstract mathematical ideas, such as algebra tiles, offer opportunities for creation of
situations to facilitate translations between manipulation of algebraic expressions and
manipulation of concrete examples”.

The role of mathematics in the area of education plays a vital role in the life of the
learners, thus it is a need to develop the learners interest in this area to enhance the
learners view and understanding about the world.
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A THEORETICAL AND CONCEPTUAL FRAMEWORK

Theoretical Framework

People have different learning styles. No two people will learn exactly alike.
Alice and David Kolb (1984) in explaining experiential learning theory states that the
learning is the major determinant of human development and how individuals learn
shapes the course of their personal development. The research expounded on experience
as the source of learning. Experiential learning involves a direct contact with the content
being studied. Kolb describes four phases of learning: concrete experience, reflective
observation, abstract conceptualisation and active experimentation, Kolb’s Learning
Cycle is based on John Dewey’s claim that learning must be grounded in experience,
Kurt Lewin’s ideas of the importance of active learning, and Jean Piaget’s emphasis on
the interaction between person and environment on intelligence.

Figure1. Kolb’s Learning Cycle

Conceptual Framework
Statement of the Problem

This study aims to determine the effect on students’ performance in building

products of polynomials using algebra tiles.
The study attempts to answer the following questions:
1. What is the students’ performance in building products of polynomials in terms of
a. pre-test; and
b. post-test of experimental group and control group ?

2. How effective is the use of algebra tiles in building products of polynomials?

3. How do lesson exemplars be enhanced?

Null Hypothesis:

H0: There is no significant difference between the mean gain performance of

experimental group and the control group in building products of polynomials.

METHODS

The study will use the quasi-experimental design. The quasi-experimental design
will use pre-test and post-test where the two groups; experimental group and control
group will take the test. The more increase of measures in the mean gain performance of
the experimental group signifies the effectiveness of using algebra tiles in building
products of polynomials. Below is the design to be used in this study

Group of Classes Students’ Performance Experimental Students’ Performance

in the Pre-test Variable in the Post-test

Experimental Group O1 X O2

Control Group O1 O2

This study focuses on Grade 8 students Section Rose and Section Lily of Agusan
del Sur National High School, San Francisco, Agusan del Sur, S.Y. 2019-2020. The
researchers will use lottery random sampling in determining the subject of the study. The
sections of Grade 8 that belong to the Basic Education Curriculum will be written in a
piece of paper and will be placed in a covered box. The first paper drawn will be the class
not using algebra tiles in building products of polynomials and the second paper drawn
will be the class using algebra tiles in building products of polynomials. The researchers
will use a 30-item researchers-made-test that consists on building products of
polynomials which will be validated by the experts. The ANCOVA will be used to test
the significant difference of the gain scores of the pre-test and post-test between the two
groups.

Expected Outputs

 Produce Learners’ Modules and Teachers’ Modules

 Develop Lesson Exemplars

References

Allsopp, D. H. (1999). Using modeling, manipulatives, and mnemonics with eighth-grade

math students. TEACHING Exceptional Children, 32(2), 74-81.

http://dx.doi.org/10.1177/004005999903200211

Kolb, D. A. 1984. Experiential Learning: Experience as the source of learning and

development. New Jersey: Prentice Hall.

Malaysian Online Journal of Educational Technology.2017. Analysis of Teaching

Materials Developed by Prospective Mathematics Teachers and Their Views on

Material Development ,(Volume 5 - Issue 4 ).

National Council of Teachers of Mathematics (NCTM), (2008, September). Algebra:

What, when, and for whom [Position Paper].

Sharp, J. M. (1995). Results algebra tiles as meaningful representations of algebra

concepts. Retrieved from http://www.eric.ed.gov/

Theresa K. Schlosser, Theresa K. (2010). Using Algebra Tiles to Aid Students in

Factoring Polynomials.