Teachers' contextualization in teaching mathematics [thesis] /
Macion, H. M. B.
Teachers' contextualization in teaching mathematics [thesis] / Heidi Mae B. Macion - Dumaguete City : Foundation University, 2021 - ix, 61 leaves : illustrations ; 28 cm + CD (4 3/4)
Tables.
Includes bibliographical references and appendices.
The study sought to determine the mathematics' level of understanding of contextualization and the extent of integration of contextualization in teaching mathematics using descriptive-correlational design. The researcher used validated questionnaire and employed Mann-Whitney U test, Spearman's rank correlation coefficient and percentage in treating the data. Findings revealed that the teachers' level of understanding of contextualization did not meet the expectation of the Department of educations standard. Also, teachers, contextualization in teaching mathematics is high as perceived by the teachers themselves and their students. Significant differences existed in the extent of teachers' integration of contextualization (localization/indigenization) in teaching mathematics when they are grouped according to their profile. It was also found that there is no significant relationship between the teachers' level of understanding of contextualization and their extent of integration in terms of localization and indigenization.
Mathematics--Study and teaching.
LG 221 D35 G73 / A5 E38 M38 .2021 M152
Teachers' contextualization in teaching mathematics [thesis] / Heidi Mae B. Macion - Dumaguete City : Foundation University, 2021 - ix, 61 leaves : illustrations ; 28 cm + CD (4 3/4)
Tables.
Includes bibliographical references and appendices.
The study sought to determine the mathematics' level of understanding of contextualization and the extent of integration of contextualization in teaching mathematics using descriptive-correlational design. The researcher used validated questionnaire and employed Mann-Whitney U test, Spearman's rank correlation coefficient and percentage in treating the data. Findings revealed that the teachers' level of understanding of contextualization did not meet the expectation of the Department of educations standard. Also, teachers, contextualization in teaching mathematics is high as perceived by the teachers themselves and their students. Significant differences existed in the extent of teachers' integration of contextualization (localization/indigenization) in teaching mathematics when they are grouped according to their profile. It was also found that there is no significant relationship between the teachers' level of understanding of contextualization and their extent of integration in terms of localization and indigenization.
Mathematics--Study and teaching.
LG 221 D35 G73 / A5 E38 M38 .2021 M152