Chapter I

Background of the Study

In recent years, educators, researchers, and policymakers have recognized the

pressing need for innovative approaches to teaching mathematics, especially at the
elementary level. Mathematics education is often perceived as challenging and unengaging
for students, and this perception has led to various barriers that hinder effective learning.
These barriers include difficulties in retaining previously learned content, the rapid decay of
acquired knowledge, and struggles with grasping fundamental mathematical concepts (K.
Abdul Gafoor & Abidha Kurukkan, 2015). The situation is exacerbated by the presence of
elementary students who display reluctance towards mathematics, teachers who may not be
adequately equipped to teach the subject effectively, and the continued reliance on outdated
teaching resources (Rahmadi, I.F. & Lavicza, Z. 2021).

These challenges pose significant obstacles to achieving quality mathematics

education in primary schools. Furthermore, the scarcity of resources in public schools has
significantly impacted the equity and accessibility of mathematics education (Ram Krishna
Panthi & Shashidhar Belbase, 2017). The growing demand for innovative methods in
elementary mathematics education is increasingly apparent. A significant number of students
face difficulties when it comes to tasks such as partitioning objects into groups of equal
quantities, counting objects within a set using both ones and tens, measuring the perimeter of
geometric shapes with appropriate tools, and visualizing and dividing sets into two equal
parts, illustrating halves.

To reinforce the notion that a substantial number of students encounter challenges

when it comes to tasks like partitioning objects into groups of equal quantities, counting
objects within a set using both ones and tens, and visualizing and dividing sets into two equal
parts that illustrates halves, we can draw upon the insights of (Hodnett, B. R., MAT). Hodnett
underscores the fact that many students struggle to comprehend the concept of combining
two separate numbers to form a larger quantity. This difficulty often hinders their ability to
engage in basic mathematical operations, including addition.

Hodnett suggests that employing manipulatives, such as physical objects, can be a

highly effective method for aiding students in their understanding of how to add numbers
together. By implementing this strategy, educators can provide explicit instruction to
kindergarten students, allowing them to develop essential counting skills that are crucial for
addition. This approach is typically referred to as "counting all" and "counting on."
Moreover, according to (Progidy Game, 2022), incorporating math manipulatives into a
lesson introduces a tactile learning experience to your classroom, catering to the diverse
preferences of various types of learners.

To emphasize the importance of incorporating math manipulatives when teaching

about the measurement of the perimeter of geometric shapes with suitable tools, as suggested
by the source at Bright Hub Education, it is advisable to provide students with access to
manipulative tools such as solid geometric shape blocks, geoboards (equipped with rubber
bands), and tangram sets when conducting lessons that involve geometric figures.
 By investigating the effectiveness of specific strategies and materials, we seek to shed
light on the potential pathways towards enhancing the quality and relevance of mathematics
instruction in primary schools.

Statement of the problem

This research seeks to understand the challenges faced by elementary math teachers
and, based on these insights, develop teaching aids that are user-friendly, durable, accurate,
adaptable, and innovative. These aids are intended to enhance the mathematics learning
experience for students in grades 1 and 4, ultimately improving their proficiency and
enjoyment of the subject. The primary objective of this research is to develop teaching aids
that will address the student’s learning difficulty in mathematics for grades 1 and 4. To
achieve this objective, the study aims to address the following research questions:
1. What is the student’s math learning difficulty, as perceived by the elementary math
teachers in Isabel?
2. What instructional material, can be developed to help address the students learning
difficulty?
3. What is the process and procedure in developing the instructional material that aims
to address the student’s learning difficulty in terms of :
a. Simplicity
b. Strength/durability
c. Accuracy
d. Applicability
e. Novelty

Significance of the Study

Pupils: The study acknowledges the widely recognized perception of
mathematics as challenging and unengaging. By creating innovative teaching aids and
methods, this research strives to make mathematics more accessible, enjoyable, and
comprehensible for elementary students.

Teachers: Inadequate teacher preparation can be a significant barrier to

effective mathematics instruction. This research intends to provide educators with
user-friendly, effective teaching aids that can bolster their ability to teach mathematics
more effectively, ultimately benefiting both teachers and students.

Parents: Knowledge of innovative teaching methods empowers parents to

provide effective support to their children in mathematics. They can use similar
approaches at home, helping children with their homework and reinforcing classroom
learning.
School administrators: Knowledge of effective teaching aids and materials
can guide administrators in allocating resources for the procurement of suitable
educational resources, technology, and materials that align with innovative
approaches to mathematics education.

Manufacturers: Research provides valuable insights into the specific needs

and challenges faced by educators and students in mathematics education.
Manufacturers and producers can use this information to design and develop
 educational products, materials, and technology that are better aligned with the
demands of the classroom.

The study's significance lies in its potential to transform elementary mathematics

education by addressing these pressing challenges. By developing teaching aids and
exploring innovative pedagogical approaches, this research aspires to improve the quality and
relevance of mathematics instruction, thereby fostering a more engaging and effective
learning environment for elementary students.

Scope and Limitation of the Study

This is an ongoing research that commenced under the supervision of Rodulfo T.

Aunzo, Jr. This research covers the 4 learning competencies:
1. Visualizes, represents, and separates objects into groups of equal quantity using concrete
objects up to 50 (e.g., 10 grouped by 5s) (M1NS-IIIa-48).
2. Counts the number of objects in a given set by ones and tens (M1NS-lb2.1).
3. Measures the perimeter of any given plane figure using appropriate tools (M4ME-IIIh-49).
4. Visualizes, and divides the elements of sets into two groups of equal quantities to show
halves (M1NS-IIIc-74.1).
The study's primary focus is on innovative approaches to teaching mathematics at the
elementary level, specifically targeting grades 1 and 4 in Isabel Central School.

In the following chapters, we will delve into the specifics of our research, including
the development and implementation of teaching aids tailored to these learning competencies,
their impact on learning outcomes, and the potential for these innovations to transform
mathematics education in primary schools. We will also examine the broader implications of
our findings, with the ultimate goal of contributing to the ongoing discourse on improving
mathematics education worldwide through innovative approaches.

Definition of Terms
Concrete Objects- Tangible items that can be physically manipulated, used, or
represented in the learning process. In the context of mathematics, concrete objects
can include physical objects like counters, blocks, or other manipulatives.

Educational Materials- Resources used for teaching and learning, including

textbooks, workbooks, digital content, and physical objects like manipulatives.

Educational Technology- The use of digital tools and technology, such as

computers, tablets, software, and online resources, to enhance the teaching and
learning experience.

Elementary Level- Refers to the initial stages of primary education, typically

covering students from kindergarten through grade 6 or 8, depending on the
educational system.
 Equity and Accessibility- In the context of education, equity refers to ensuring that
all students have equal opportunities and resources to succeed, regardless of their
background or circumstances. Accessibility involves providing educational resources
and opportunities to all, particularly those with special needs or from disadvantaged
backgrounds.

Innovative Approaches to Teaching Mathematics- Novel and creative methods,

strategies, and practices employed in the classroom to make mathematics education
more engaging, effective, and relevant for students.

Innovative Models- Frameworks or structured approaches that guide the design and
implementation of innovative educational practices. Examples mentioned include
Borg & Gall, ADDIE, and the 4D model.

Integration of Art Activities- The incorporation of artistic and creative activities into
the teaching of mathematics, aimed at making the subject more visually engaging and
relatable to students.

Learning Competencies- These are specific skills, knowledge, and abilities that
students are expected to acquire and demonstrate in a particular subject or field, such
as mathematics.

Math Learning Difficulty- Challenges and obstacles faced by students in

understanding and mastering mathematical concepts and skills.

Mathematics Education- The process of teaching and learning mathematical

concepts, principles, and skills. It encompasses all activities related to the teaching
and learning of mathematics.

Novelty- The quality of being new, unique, or innovative, often associated with fresh
and creative approaches to teaching and learning.

Pedagogical Strategies- Approaches and methods used by teachers to facilitate

learning. Innovative pedagogical strategies involve creative and unconventional
techniques to engage students and promote understanding.

Rapid Decay of Acquired Knowledge- This refers to the phenomenon where

students quickly forget or lose the knowledge they have acquired, often due to
insufficient reinforcement or lack of meaningful application.

References
Gafoor, K. A., & Kurukkan, A. (2015, December 21-22). Learner and Teacher Perception on
Difficulties in Learning and Teaching Mathematics: Some Implications. Paper presented at the
National Conference on Mathematics Teaching - Approaches and Challenges. Retrieved from
https://files.eric.ed.gov/fulltext/ED568368.pdf

Rahmadi, I. F. & Lavicza, Z. (2021). Pedagogical innovations in elementary mathematics

instructions: Future learning and research directions. International Journal on Social and
Education Sciences (IJonSES), 3(2), 360-378. https://doi.org/10.46328/ijonses.110
Panthi, R. K., & Belbase, S. (2017). Teaching and Learning Issues in Mathematics in the
Context of Nepal. Retrieved from https://files.eric.ed.gov/fulltext/ED573754.pdf

Hodnett, B. R., MAT, & Powell, S. R., PhD (Expert Reviewer). (n.d.). Counting with
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evidence-based-math#Research_behind_this_strategy

Prodigy Game. (2022). Using Math Manipulatives in the Classroom. Retrieved from
https://www.prodigygame.com/main-en/blog/math-manipulatives/

Bright Hub Education. (2022). Mathematics Manipulatives for Elementary Students.

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mathematics-manipulatives-for-elementary-students/#google_vignette

Department of Education, Philippines. (2016). K to 12 Mathematics Curriculum Guide.

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Department of Education. (2022). Grade 4 Mathematics Most Essential Learning

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content/uploads/2020/06/Mathematics-MELCs.pdf