A Phenomenological Study on the Outcomes of the Course in Mathematics in the Modern World
Keywords:
Phenomenological, Outcomes, Mathematics, Modern WorldAbstract
The study aims to delineate the teaching and learning lived experience of a group of the teachers and students pertaining to the course Mathematics in Modern World. It is contemplative as to how learning and teaching was translated in praxis wherein meanings, structure and essence is proposed to be unveiled. The study was a qualitative study following a phenomenological research design aimed to extract the essence of teaching and learning Mathematics in the Modern World. The positive views of students towards the subject provide for a connection to the feeling of belongingness in the class activities. The course was also described to be “easy” since they can relate to the course and have a seeming control of the learning process. This translates to the appreciation of the course, to change in perception-the mitigation of the stigma that is math, and to the attitudinal levels of impact such as efficacy and sense of responsibility. Overall, the study provides that teaching and learning Mathematics in the Modern World is centered on appreciation of math but constricted by the quality of the teacher and the attributes and challenges of the learner. It repels the stigma of the learners’ past notion of mathematics, through a teaching approach that is participative and facilitative with real-life applications. The researcher concluded that teaching approaches, largely outcomes-based which are participative and facilitative in nature impact students’ motivation, confidence, and level of “independent learning”.
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