Modern Mathematics Applications: Solutions to Challenges Encountered in Teaching Spiral Progression in Mathematics 7

Ibañez, Edwin D.; Subia, Gener S.; Medrano-Allas, Sheralyn; Mendoza, Joy I.; Mina, Jennilyn C.

doi:10.4236/oalib.1107623

Cited by 2 publications

(3 citation statements)

References 7 publications

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“…So, following the stages of Bruner, we started from an enactive stage where bring the actual object to demonstrate the concept of fractions such as a cake. Then followed by the iconic stage, wherein the cake we can make it more formal so we can draw a rectangle from the board to further demonstrate the concept of ½ to a learner finally in the symbolic stage learners are now ready to understand the concept of ½ in a formal way (Ibañez, 2021). Children play an active role in learning at a rate that corresponds to their stage of cognitive development.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Spiral Progression Approach in Teaching Mathematics: Its Implementation in the Public Secondary School

Bartolome

2023

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The study aimed to evaluate the extent of implementation of spiral progression approach in teaching mathematics in the public secondary in the context of new normal. Quantitative was utilized in the conduct of the study. The quantitative descriptive research method was used to determine teachers understanding about spiral progression approach in terms of its background and content standards, to evaluate the extent of implementation of spiral progression approach in terms of lesson planning, instruction, assessment and teaching strategies, as well as to determine if there is a significant relationship between the two variables: teachers understanding and implementation of spiral progression approach. Percentage of the Correct response, Mean, Pearson r were used to determine teachers understanding and the extent of implementation of spiral progression approach. The findings of the study show that teachers moderately understood spiral progression approach. The extent of the implementation of SPA exceeded the expectations which results to a positive outcome of the feature of the curriculum. Findings revealed that there is a significant relationship between teachers understanding and the implementation of Spiral Progression Approach and Project ETISPA (Enhanced Teachers Implementation of Spiral Progression Approach) to be proposed as an extension project. To improve this study, there should be a promotion of advocacy that supports the sustainability and effectiveness of spiral progression approach, further orientation on the roles and responsibilities of teachers and school heads, and enrichment activities like benchmarking and brainstorming, wide dissemination, and implementation of the proposed programs.

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Section: Theoretical Frameworkmentioning

confidence: 99%

“…Teachers are required to teach the five content areas of the K-12 Mathematics curriculum for a whole academic year. The government also urges Math teachers to modernize their instructional strategies and incorporate cutting-edge technology into their classes (Ibañez et al, 2021).…”

Section: Quantitative Data Analysis On Teacher's Understanding and Im...mentioning

confidence: 99%

Spiral Progression Approach in Teaching Mathematics: Its Implementation in the Public Secondary School

Bartolome

2023

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“…TI is a challenging, complex, diverse, and multifarious process. Several studies have been conducted on TI (Abas & David, 2019;Bakar et al, 2020;Gonzales & Gonzales, 2021;Hero, 2019;Ibañez et al, 2021;Jacinto & Samonte, 2021;Malubay & Daguplo, 2018;Morales et al, 2021;Roble et al, 2020;Sasota et al, 2021) and reported the positive impact of a technology-infused mathematics teaching and learning (Gonzales & Gonzales, 2021;Roble et al, 2020;Ibañez et al, 2021;Sasota et al, 2021). However, some studies have revealed that TI implementation in the country remains low, and teachers continue to lack the necessary technical skills and knowledge for effective TI to classroom instruction (Jacinto & Samonte, 2021;Roble et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Usage of Classroom Technology and the Technological Pedagogical Content Knowledge (TPACK) of Mathematics Teachers

Plantado

2023

Southeast Asian Math. Educ. J.

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Technological Pedagogical Content Knowledge (TPACK) is a theoretical framework in technology integration that is highly regarded in today's digital era. Using a descriptive research design, this study investigated 81 secondary mathematics teachers' use of available classroom technology and level of competence in the eight TPACK domains. The findings revealed that classroom technology was rarely employed. This was due to a combination of external and internal factors. While along the TPACK domains, the teachers obtained the highest level of competence in CK (M = 4.29, SD = .59) and lowest in TK (M = 3.69, SD = .70). One-way ANOVA uncovered that there was a highly significant difference in the level of competence along with TPACK domains. Furthermore, correlation and multiple regression analysis unveiled that the level of usage of classroom technology was discovered to be highly significant and served as the best predictor of TK (F(6, 74) = 6.17, p<.001), TPK (F(6, 74) = 6.39, p<.001), TCK (F(6, 74) = 4.30, p<.001), and TPACK (F(6, 74) = 2.65, p =.022). Implications of the findings and recommendations are discussed.

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Modern Mathematics Applications: Solutions to Challenges Encountered in Teaching Spiral Progression in Mathematics 7

Cited by 2 publications

References 7 publications

Spiral Progression Approach in Teaching Mathematics: Its Implementation in the Public Secondary School

Spiral Progression Approach in Teaching Mathematics: Its Implementation in the Public Secondary School

Usage of Classroom Technology and the Technological Pedagogical Content Knowledge (TPACK) of Mathematics Teachers

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