FL VARGAS COLLEGE INC.

COLLEGE OF TEACHER EDUCATION

Challenges of Grade 2 Teachers in Tuguegarao North Central School by Using Mother

Tongue as Medium of Instruction Specifically in Mathematics Subject

An Action Research submitted to

F.L Vargas College Inc.

By

Beran, Jessica S.

Copuyoc, Sheena Marie M.

Pillos, Christine Marie M.

Bachelor of Elementary Education

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Table of Contents:

Context and Rationale …………………………………………………………… 3-5

Research Questions ……………………………………………………………… 6

Propose Innovation, Intervention, and Strategy ………………………………… 7-8

Action Research Method ………………………………………………………... 9-11

a) Participants

b) Data Gathering Method

c) Ethical Issues

d) Data Analysis Plan

Discussion of results and reflection …………………………………..………………..12

References ……………………………………………………………………………...13-14

Appendices ……………………………………………………………………………..15-17

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I. CONTEXT AND RATIONALE

Mathematics is one of the subjects that permeates life in any age. Therefore, its values

go beyond the classroom and the school. Thus, Mathematics as a subject must be learned in

depth and with much comprehension.

Teaching Mathematics in Key stage 1 or in the primary level like any other school

subjects must be taught in the language that the recipients best understood, so that, the

children will find its basic concepts, principles, and laws more meaningful. For the reason,

that the language is always been vital in transferring of learning. Therefore, the medium of

instructions often plays a fundamental role in the success of the teaching-learning process.

Mother tongue is used as the medium of instruction in teaching Mathematics from

Kindergarten to Grade III when the K-12 Basic Education Curriculum was implemented.

Researchers believed that the level of development of children’s mother tongue is a strong

predictor of their second language development (Cummins). Abiri stated that Mathematics

taught in a child’s mother tongue has a lot of advantages, such as overcoming limited

knowledge of foreign mathematical vocabulary. Teaching in the mother tongue also bring

children closer to mathematics example and concepts, it helps the children to develop a

mathematical vocabulary in the mother tongue. It equally helps adults who are not literate in

English to understand and appreciate Mathematics.

Mathematical language is the collection of signs or symbols, abbreviations, axioms,

method, formulae, and units that are necessary in mathematics teaching and learning.

Understanding of its usage is imperative and cannot be underestimated. Obodo affirmed that

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COLLEGE OF TEACHER EDUCATION

failure of the learner to master the mathematical language lead to poor performance in the

subject. The uniqueness of mathematics language has distinguished mathematics from other

subjects. Anyone that cannot cope with imperial and native language which is based on

verbal reasoning may likely get lost in quantitative reasoning where the use of mathematical

language is necessary. Spatial and mathematical reasoning will help pupils to generate, retain,

retrieve and transform well-structured visual images into mathematical appreciation with the

aid of mathematical language (Lohman).

Several researchers have been made about the perceived effectiveness of the use of

mother tongue in the performance of pupils in any subject area but has no study has been

made on the translation of mathematics vocabulary or concepts in mother tongue and teachers

effective questioning and reacting technique. It is on this premise that the researcher would

like to know the problems encountered by the Grade 2 teachers in the Division of Tuguegarao

City in their implementation in teaching mathematics using the mother tongue which is

Tagalog in terms of mathematics vocabulary in mother tongue, and the academic

performance of pupils so that proper intervention will be given and problems encountered

will be addressed.

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COLLEGE OF TEACHER EDUCATION

II. ACTION RESEARCH QUESTIONS

This study will determine the challenges that are encountered by the Grade two

teachers of Tuguegarao North Central School in teaching mathematics using the mother

tongue as medium of instruction.

1. What are the advantages of using mother tongue as medium of instruction in

teaching mathematics in Grade 2 pupils?

2. What are the disadvantages of using mother tongue as medium of instruction

in teaching mathematics in Grade 2 pupils?

3. Is there a significant difference in the advantages and disadvantages of

teaching mathematics in Grade 2 pupils in Tuguegarao North Central School

in using Mother Tongue as medium of instruction?

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III. PROPOSED INNOVATION, INTERVENTION, AND STRATEGY

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COLLEGE OF TEACHER EDUCATION

IV. ACTION RESEARCH METHOD

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COLLEGE OF TEACHER EDUCATION

V. DISCUSSION OF RESULTS AND REFLECTION

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COLLEGE OF TEACHER EDUCATION

VI. REFERENCES

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VII. APPENDICES

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