BRONCANO, JAMES NATHANIEL B.

BSEd-MATH II MATH ED 12

REVIEW: EFFECT OF PROBLEM-SOLVING ENRICHMENT ACTIVITIES ON

MATHEMATICS ACHIEVEMENT: A CASE OF ELEMENTARY PUPILS IN THE
CENTRAL PART OF THE PHILIPPINES
BARUGO II CENTRAL SCHOOL, BARUGO II DISTRICT, BARUGO LEYTE
Author: Marianne Grapes A. Lanante

Since 2011, great changes had been brought by the K-12 Curriculum to Philippine education.
This is seen as a huge step to furthermore, improve the learning of Filipino students in the
country. With this, educators seek to transform the educational quality in the Philippines in order
to be more competitive globally. With this in mind, this article highlights the challenges
Mathematics education as it is seen to be a heavy and challenging subject in the curriculum.

This article focuses on the enrichment of coginitive skills of students regarding problem-solving
by using manipulative materials. The foundation of this study lies within the theories of
constructivism by Piaget and Vygotsky that mainly gives emphasis to the significance of active
learning that fosters cognitive development within the learners.

Piaget's theory of cognitive development states that an active learner is needed to learn such
things as problem-solving because it cannot be taught. It can only be discovered by the learner
itself. Moreover, Vygotsky's zone of proximal development (ZPD) compares the extent of the
student's ability when it is performing on its own versus it's ability to learn with assistance. The
idea of "Scaffolding" states that an adult guides a child to its own learning. However, it is only
effective when the support given matches only what the learner needs; no more, no less.

With this anchor, this study follows a procedure that compares two groups: control group and
experimental group. It shows that the control group performed better than the experimental group
when tested with raw knowledge only. After the experiment, the experimental group, then,
performed better with the help of manipulative materials.
REFLECTION/REACTION: EFFECT OF PROBLEM-SOLVING ENRICHMENT
ACTIVITIES ON
MATHEMATICS ACHIEVEMENT: A CASE OF ELEMENTARY PUPILS IN THE
CENTRAL PART OF THE PHILIPPINES
BARUGO II CENTRAL SCHOOL, BARUGO II DISTRICT, BARUGO LEYTE
Author: Marianne Grapes A. Lanante

Truly, Mathematics is one of the most hated and it is a subject that most learners find difficult.
As a Mathematics major, it has reached my observations that throughout the levels of Education
in the Philippines, learners struggle in Math.

With this, the theory of Piaget and Vygotsky about cognitive development is very crucial to keep
in mind. Students are more effective on grasping the concepts in Mathematics if they are assisted
or facilitated by a teacher.

In this study, I appreciated the way the experiment is carried out by comparing group of students
of the same level of knowledge. The fairness and the transparency is there and the results just
proves the claim of this study.
REJOINDER: EFFECT OF PROBLEM-SOLVING ENRICHMENT ACTIVITIES ON
MATHEMATICS ACHIEVEMENT: A CASE OF ELEMENTARY PUPILS IN THE
CENTRAL PART OF THE PHILIPPINES
BARUGO II CENTRAL SCHOOL, BARUGO II DISTRICT, BARUGO LEYTE
Author: Marianne Grapes A. Lanante

The fact that Mathematics is a difficult subject means an assistance from a teacher is required for
a student to learn more effectively. With the right combination of facilitating and letting the
students discover solving problems themselves, cognitive development will occur in a child.

The use manipulative materials will greatly help learners to learn hands-on and develop a eye-
hand coordination and memorization. This will lead to better retention to the lessons.

Problem-solving is everywhere. Problems are something that we encounter daily. The field
Mathematics is a perfect area to learn problem-solving skills. This study shows not just to
improve the skills of learners in solving problems. It shows the importance of why we people,
have to take our time studying this area. This study implies the very basic concept of problem-
solving along with the basic steps: understanding the problem, making a plan, executing the plan,
and looking back and reflect.

REFERENCES:
References
Beecher, M., & Sweeny, S. M. (2008). Closing the achievement gap with curriculum enrichment
and differentiation: One school’s story. Journal of Advanced Academics, 19, 502–530.

Du, E. (2012). K-12 education and Philippine development. Progressio Journal on Human
Development, 6(1).

Ersozlu, Z., & Arslan, M. (2012). A research on the elementary school students’ maths fears.
Research Journal of International Studies, 24, 59-68.
Maths_Fears
Gafoor, A., & Kurukkan, A. (2015). Why high school students feel mathematics difficult? An
exploration of affective beliefs.

Hoyte, J. (2013). Mathematics: Going beyond the academic discipline.

Mcilveen, R., & Gross, R. (1997). Developmental psychology. London, Hodder & Stoughton.
McLeod, S. A. (2018). Jean Piaget's theory of cognitive development.

McLeod, S. A. (2019). What Is the Zone of Proximal Development?

Rivera, J. (2017). Articulating the foundations of philippine K to 12 curriculum: learner-

centeredness. AsTEN Journal of Teacher Education, 2, 1.

Slavin, R. E. (2012). Educational psychology: theory and practice (8th ed.). London: Pearson
Sokolowski, M. H., & Ansari, D. (2017). Who is afraid of math? What is math anxiety? And
what can you do about It?