A Phenomenological Study on the Challenges of Contextualized Mathematics Teaching in the Countryside
Keywords:
Phenomenological, Contextualized, Mathematics Teaching, CountrysideAbstract
This study aims to investigate the challenges of contextualization in teaching Mathematics in the countryside. The study was conducted within the public secondary schools in the countryside. Thirty secondary teachers in mathematics from seven public secondary schools were identified through purposive sampling using the practice of contextualization in the classroom as the selection criteria. The salient finding derived from the study is the contextualized teaching in mathematics assures delivery of learning since the following are evident among learners according to the teacher-participants: (1) long term retention of lessons; (2) increased learning engagement; (3) increased conceptual understanding; (4) able to relate with to relate with the lessons; and (5) teaching-learning process is active an interactive. So, mathematics teachers in the rural communities recognizes the importance of contextualization as an effective teaching strategy in delivering mathematics lessons to students. They acknowledge its role in promoting faster learning and long-term retention of lesson by fostering active and interactive learning and enhancing learner engagement in the learning process. They discerned increased conceptual understanding among students through real-world application which make lesson more relatable and meaningful to them. Based on the discoveries of the study, I recommend that the teachers should be informed more so that they may have better conceptual understanding of contextualization.
References
Asera, R. (2011). Reflections on developmental mathematics-Building new pathways. Journal of Development Education, 34(3), 28-31. Retrieved from http://ncde.appstate.edu/publications/Journal-developmental-education-jde
Bottge, B. A., & Cho, S. J. (2013). Effects of enhanced anchored instruction on skills aligned to Common Core Math standards. Learning Disabilities: A Multidisciplinary Journal, 19(2), 73-83.
Creswell, J. W. (2009). Research design: Qualitative and mixed methods approaches. London and Thousand Oaks: Sage Publications.
DepEd order No. 51, s. 2014 entitled “Guidelines on the Conduct of Activities and Use of Materials Involving Aspects of Indigenous People Culture”
Flores, M. M. (2010). Using the concrete-representational-abstract sequence to teach subtraction with regrouping to students at risk for failure. Remedial and Special Education, 31(3), 195-207.
George, M. (2010). Ethics and motivation in remedial mathematics education. Community College Review, 38, 82-92. doi: 10.1177/0091552110373385
Heckman, P.E., & Weissglass, J., (1994). Contextualized Mathematics Instruction: Moving Beyond recent Proposals. For the Learning of Mathematics 14, 1 FL M Publishing Association, Vancouver, British Columbia Canada.
Howell, J. S. (2011). What influences students’ need for remediation in college? Evidence from California. Journal of Higher Education, 82, 292-318. doi: 10.1353/jhe.2011.0014
Hughes, E. M. (2011). The Effects of the Concrete-Representational-Abstract Sequenced Instruction on Struggling Learners Acquisition, Retention and Self-efficacy of Fraction. (Dissertation) Graduate School of Clemson University
Kalchik, S., & Oertle, K. M. (2010). TheTheory and Application of Contextualized Teaching and Learning in Relation to Programs of Study and Career Pathways. Transition Highlights. Issue 2. Office of Community College Research and Leadership.
Kenea, A. (2014). The practice of curriculum contextualization in selected primary schools in rural Ethiopia. Journal of Education and Practice, 5(10), 49-56.
Mahanand, A. (2016). Contextualizing English Language Education for the Language Minority Learners. International Journal of English: Literature, Language & Skills, 2278, 0742.
Mazzeo, C., Rab, S. Y., & Alssid, J. L. (2003). Building bridges to college and careers: Contextualized basic skills programs at community colleges. Brooklyn, NY: Workforce Strategy Center.
Moustakes, C. (1994). Phenomenological research methods. Sage Publications.
Mullis, I.V.S., Martin, M. O, Gonzales, E. J., & Chrostowski, S.J. (2004). TIMSS 2003 International Mathematics Report. International Association for the Evaluation of Educational Achievement (IEA). TIMSS &PIRLS International study Center, Lynch School of Education, Boston College.
Misquitta, R. (2011). Teaching fractions to Middle-School Students Struggling in Mathematics: An Exploratory Study. (Doctoral Dissertation), University of Texas, USA
Mouraz, A., & Leite C. (2013). Putting knowledge in context: Curriculum contextualization in history classes.
Official Gazette. RA 10533 - Enhanced Basic Education Act of 2013. https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/
Paris, D. (2011). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93-97.
Pearl, Jojane. (2015). Localization and Contextualization of the Curriculum. https://prezi.com/ejpqhbq1xdIh/localization-and-contextualization-of-the-curriculum/
Pecson, Ryan (2014). Localization and Contextualization in teaching K-12 Social Studies.
Peralta, M.B. (2017). Local History and Culture: Cornerstone in Curriculum Contextualization.
Perin, D. (2011). Facilitating Student Learning Through Contextualization, CCRC Working Paper No. 29, Community College Research Center. Teachers College, Columbia University
Puri, K., Cornick, J., & Guy, G. M. (2014). An analysis of the impact of course elimination via contextualization in developmental mathematics. MathAMATYC Educator, 5(2), 4-10.
Reyes, Giovanni; Govers, Mark; and Ruwaars, Dirk (2018). A Mathematical and Conceptual Model Regarding Social Inclusion and Social Leverage
Ronda, A. R., (2011). DepEd: Achievement rates of students declining. Philstar Global. https://www.philstar.com/headlines/2011/05/26/689518/deped-achievement-rates-students-declining
Shosha, G. A. (2012). Employment of Colaizzi’s strategy in descriptive phenomenology: A reflection of a researcher. European Scientific Journal, 8(27).
Torres, Reinier Z. (2015). Localization and Contextualization: Bringing Relevant Concepts In The Classroom. Retrieved from http://www.pressreader.com/
Tuohy, D., Cooney, A., Dovling, M., Murphy, K., & Sixmith, J. (2013). An overview of interpretive phenomenology as a research methodology. Nurse Researcher. 20, 6, 17-20.
UNESCO (2009). Curriculum Localization: Challenges and Opportunities. Retrieved from http://www.ibe.unesco.org/
Van Manen, M. (1990). Researching lived experience: human sciences for an action sensitive pedagogy. London, Ontario: Althouse. Middle East Technical University, Turkey
Valenzuela, H. (2018). A multiple case study of college-contextualized mathematics curriculum. MathAMATYC Educator, 9(2), 49-55
Yagci, F. (2010). The Effect of Instruction with Concrete Models on Eight Grade Students’ Probability Achievement and Attitudes toward Probability. (Thesis)
