Rublico, Lian Jennon G.

Field Study 2 (ED-MATH)

Observation Sheet #4: Instructional Material

Observation Day: December 6, 2022

Coordinating Teacher: Ma’am Shine Rabino
Mode: F2F

QUESTIONS ANSWERS
OBSERVE
Observe intently the The instructional materials like Geogebra, Presentation and Whiteboard, are some of the
instructional materials important material in the teaching-learning process in mathematics class. It is appropriate
that the teacher uses. because it suits the learning needs of the students, especially that they are under STEM and ABM
Find out how strand. It can help them acquire the learning that they may need for their future profession.
appropriate these
learning resources
(including e-resources)
are, and how
effectively he/she uses
them.
ANALYZE
Which learning resources did teacher use?
Comment (Was it appropriate? Was it used
Learning Resources How Teacher Used It effectively? Any suggestion for
improvement?)
1. Geogebra The teacher use Geogebra in presenting Using Geogebra is efficient, appropriate and
the graph of the ellipse and parabola. relevant. It can help the students determine
the points and the line of the graph.
Personally, the use of Geogebra guides me
on how to draw the graph of equation.
2. Presentation/ Handouts The teacher presents the slides of the Using presentation is indeed helpful,
lecture. Likewise, students were given a especially mathematics. It gives ease to the
printed copy of the presentation as teacher by guiding him/her in the actual
handouts. instruction.
3. Whiteboard The teacher use the whiteboard as a Mathematics requires writing and problem-
support to presentation of the lesson. solving skills which makes the use of the
She use it to write the formula and whiteboard important. Demonstrating the
solution of the problem. process and writing the important details are
more highlighted with the use of this material.
REFLECT
How would the teaching- Without these learning resources, I doubt that the class would be able to meet the
learning process be without expectations and competencies by the subject. It would be hard for both teacher and
learning resources? students to understand one another because there is no illustration and evidence that can
support learning. The teaching-learning process can be “pabayaan”
RESEARCH
Read at least one 1. Using contextualized representation in the mathematics learning material hindered learning and
(1) related research transfer of mathematics knowledge in comparison to the use of simple, and generic material. In the
on teachers' use of two experiments made in the study, both results are suggesting that the use of instructional
instructional materials involving contextualized representations have shown no clear evidence that it effectively or
materials. State at efficiently promote mathematics learning and transfer.
Rublico, Lian Jennon G.
Field Study 2 (ED-MATH)
least two (2) 2. There was an advantage for the pre-made material over the student-made material for both initial
significant findings. learning and subsequent transfer. It is because the children who had some previous exposure to
fractions in school were more likely to write correct fractions to describe generic proportions than to
describe perceptually rich, and contextualized proportions
State your Sources/References:
sources/references Kaminski, J. A., & Sloutsky, V. M. (2020). The use and effectiveness of colorful, contextualized,
following APA student-made material for elementary mathematics instruction. International Journal of STEM
format. Education, 7(1). https://doi.org/10.1186/s40594-019-0199-7

Considering your Research Problem:

classroom Is there a significant difference between the learning performance of the students using generic
observation and the learning materials and contextualized learning materials?
researches your
read, in a phrase,
question, or one (1)
statement, give one
(1) related problem
to research on.