000			02190nam a22002777a 4500
003			OSt
005			20241126151327.0
008			220919b |||||||| |||| 00| 0 eng d
040			_cFoundation University Library
050			_aLG 221 D35 G73 _bA5 E38 M38 .2021 M152
100			_aMacion, H. M. B. _eauthor _95843
245			_aTeachers' contextualization in teaching mathematics [thesis] / _cHeidi Mae B. Macion
260			_aDumaguete City : _bFoundation University, _c2021
300			_aix, 61 leaves : _billustrations ; _c28 cm _e+ CD (4 3/4)
500			_aTables.
502			_eThesis Graduate (MA Arts in Education Major in Mathematics) -- Foundation University, 2021
504			_aIncludes bibliographical references and appendices.
520			_aThe 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.
650			_2LC _aMathematics--Study and teaching. _99474
690			_2FU _aContextualization _99515
690			_2FU _aLocalization _99516
690			_2FU _aIndigenization _99517
690			_2FU _aExtent of Contextualization _99518
690			_2FU _aDescriptive-correlation _99519
942			_2lcc _cTH _n0 _hLG 221 D35 G73 _iA5 E38 M38 .2021 M152
999			_c2877 _d2877