Logo
FULIOPAC 

FOUNDATION UNIVERSITY LIBRARY INTEGRATED ONLINE PUBLIC ACCESS CATALOG

 Home  About Us   Libraries   Services  AI (Artificial Intelligence)  FULELR   FULOG-InS  CoRe   e-Books e-Resources  Databases   Gale Complete  Gender&Development  Thesis/Dissertation   BP/Capstone/FS   DigiLib   Lists   CourseReserves   FilOnline  
Image from Google Jackets

Teachers' contextualization in teaching mathematics [thesis] / Heidi Mae B. Macion

By: Material type: TextTextPublication details: Dumaguete City : Foundation University, 2021Description: ix, 61 leaves : illustrations ; 28 cm + CD (4 3/4)Subject(s): LOC classification:
  • LG 221 D35 G73 A5 E38 M38 .2021 M152
Dissertation note: Summary: 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.
Tags from this library: No tags from this library for this title. Log in to add tags.
Star ratings
    Average rating: 0.0 (0 votes)
Holdings
Item type Current library Call number Copy number Status Barcode
Thesis Thesis Foundationiana Section, University Records and Archives Center (URAC) Thesis LG 221 D35 G73 A5 E38 M38 .2021 M152 (Browse shelf(Opens below)) Available 0232024007015008
Thesis Thesis Foundationiana Section, University Records and Archives Center (URAC) Thesis LG 221 D35 G73 A5 E38 M38 .2021 M152 (Browse shelf(Opens below)) c.2 Available 0232024007015009

Tables.

Thesis Graduate (MA Arts in Education Major in Mathematics) -- Foundation University, 2021

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.

There are no comments on this title.

to post a comment.