Creative Learning Enrichment for Math Appreciation through Time: An Exploratory Pedagogy

Abstract

This study examined an exploratory pedagogy designed to promote mathematics appreciation through time. It involved an infusion of some creative learning enrichment activities into the traditional approach of teaching, a process believed to heighten the interest of learners to study mathematics. Employing a descriptive method, specifically the longitudinal approach of developmental study, and involving fifteen Electronics Engineering students from a cohesive group, the researcher probed how the unusual non-traditional approaches to mathematics instruction could affect their appreciation for mathematics after 2-year exposure to the pedagogy. Findings revealed that the growth of knowledge precedes the increasing level of mathematics appreciation. Furthermore, learning appreciation maturation is a function of time and exposure to meaningful classroom activities. This study also found that regardless of students’ learning styles, supplementary activities elevate the appreciation of mathematics concepts and improve the analytical skills of the students. Keywords: creative learning enrichment, math appreciation, maturation, pedagogy

Attitude, Self-Efficacy and Students’ Academic Performance in Mathematics

“…With the result showing the low performance of the students in Mathematics, there is a need to go back to the drawing board beginning with curriculum review, teaching strategies and understanding students' psychology towards the subject. In particular, teachers are challenged to infuse new and effective strategies like those that have been proven to provide positive results (Gregory, Gregory & Eddy, 2014;Arhin & Osei, 2013;Choi et al, 2013;Fathurrohman et al, 2013;Walkington et al, 2013;Taclay, 2013;Limjuco, 2012). Moreover, much attention must be given invested into developing a positive attitude towards the subject.…”

Relationship between pre-service teachers’ mathematics self-efficacy and their mathematics achievement

“…Hence, students' self-efficacy in mathematics should be given attention in teaching the subject if one is serious in advancing the performance of the student. In particular, teacher educators should endeavour to infuse new and effective strategies like those that have been proven to provide positive results (Gregory, Gregory & Eddy, 2014;Arhin & Osei, 2013;Choi et al, 2013;Fathurrohman et al, 2013;Walkington et al, 2013;Taclay, 2013; Relationship between pre-service teachers' mathematics self-efficacy and their mathematics achievement C. B. Ampofo Limjuco, 2012;Asante, 2012). Since in this study self-efficacy was found to have a strong positive effect towards performance, teacher educators should make sure teacher trainees continue to develop a positive confidence themselves.…”