Mathematical connections made during investigative tasks in statistics and probability

Abstract

<span>The Philippines has undergone a fundamental overhaul of its educational system to highlight basic education and overcome its deficiencies. The educational reform prompts prospective teachers to connect the concepts taught to instill a more profound understanding. As such, the researchers explored the mathematical connections made by prospective secondary mathematics teachers while completing investigative tasks. The study employed a concurrent triangulation mixed-methods design. Data were gathered from 39 prospective secondary mathematics teachers enrolled in the state universities' flagship campuses in Northeastern Philippines. Data were gathered using mathematical connections evaluation, think-aloud strategy, and interviews. Frequency counts, percentages, mean percent scores, Pearson product-moment correlation coefficient, and analysis of the interviews' transcriptions were employed in the study. Results showed that the prospective teachers performed best in making instruction-oriented connections but have difficulty in making implications connection. Also, the prospective teachers' ability to successfully make the mathematical connection is directly linked to their knowledge of the concept, the algorithm, and the part-whole relationship. As such, reform efforts should be made to enhance mathematical connections, emphasizing statistical thinking, and reasoning. Moreover, higher education institutions should incorporate connecting as one of the intended learning outcomes for prospective mathematics teachers.</span>

Level of Practice in the Implementation of DepEd’s Results-Based Performance Management System (RPMS)

“…Recognizing the dynamic global trends and demands of the 21st century, educational systems worldwide have undergone significant transformations to equip learners with the essential skills and competencies needed to thrive in the modern world (Quilang, 2017). The Philippines, in line with this global shift, implemented the K to 12 Curriculum through the "Enhanced Basic Education Act of 2013," aiming to enhance the mastery of knowledge and skills and holistically develop 21st-century Filipino learners (Lazaro, 2017;SEAMEO, 2012).…”

Exploring grade 11 learners’ mathematical connections when solving two-dimensional trigonometric problems in an activity-based learning environment

“…Mathematical connections are defined as networks and the associations that learners create between mathematical concepts and topics (intra-mathematical connections), between mathematics and other fields (extra-mathematical connections), and between mathematics and the real world or everyday life (extra-mathematical connections) (García-García & Dolores-Flores, 2018;Nabilah et al, 2019;Hasbi et al, 2019;Quilang & Lazaro, 2022;Rodríguez-Nieto et al, 2022). According to Jawad (2022), learners who possess mathematical connection skills can recognize and connect mathematical ideas; understand how mathematical ideas interconnect and build on one another to produce a coherent whole.…”