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Tarlac State University

College of Education
Lucinda Campus, Tarlac City

Instrumentation in
Mathematics
(Local and International
Studies)

Submitted by:
King James L. Barroga
BSEd 3A-Mathematics

Submitted to:
Socrates A. Embesan
Professor
(INTERNATIONAL STUDIES)

Research study of material use in teaching and learning in mathematics


Abstract
The introduction of laptops in the teaching of mathematics and science in
English under the Teaching and Learning of Science and Mathematics in English
Programme (Pengajaran dan Pembelajaran Sains dan Matematik dalam Bahasa
Inggeris, PPSMI) has been implemented by the Ministry

Education since 2003. The preliminary observations found that teachers


are not fully utilising these facilities in their teaching. A survey was conducted to
study the barriers preventing the integration and adoption of information and
communication technology (ICT) in teaching mathematics. Six major barriers
were identified: lack of time in the school schedule for projects involving ICT,
insufficient teacher training opportunities for ICT projects, inadequate technical
support for these projects, lack of knowledge about ways to integrate ICT to
enhance the curriculum, difficulty in integrating and using different ICT tools in
a single lesson and unavailability of resources at home for the students to access
the necessary educational materials. To overcome some of these barriers, this
paper proposes an e-portal for teaching mathematics. The e-portal consists of two
modules: a resource repository and a lesson planner. The resource repository is a
collection of mathematical tools, a question bank and resources in digital form
that can be used for other teaching and learning mathematics. The lesson planner
is a user friendly tool that can integrate resources from the repository for lesson
planning.
A Study on the Use of ICT in Mathematics Teaching

Chong Chee Keong, Sharaf Horani & Jacob Daniel


Faculty of Information Technology
Multimedia University, 63100 Cyberjaya
Selangor Darul Ehsan, Malaysia
Abstract
The introduction of laptops in the teaching of mathematics and science in
English under the Teaching and Learning of Science and Mathematics in English
Programme (Pengajaran dan Pembelajaran Sains dan Matematik dalam Bahasa
Inggeris, PPSMI) has been implemented by the Ministry of Education since
2003. The preliminary observations found that teachers are not fully
utilisingthese facilities in their teaching.

A survey was conducted to study the barriers preventing the integration and
adoption of information and communication technology (ICT) in teaching mathematics.
(LOCAL STUDIES)
Effective Solutions in the Implementation of the
K to12 Mathematics Curriculum

Abstract:

This study was an attempt to find out the problems and solutions of one rural grade 7
teacher in a Philippine public high school in the implementation of K to 12
Mathematics curriculum. It is believed that knowledge is constructed when learners
are able to draw ideas from their own experiences and connects them to new ideas
while cooperative learning puts premium on active learning achieved by working
with fellow learners as they all engage in a shared task. There were three main
problem categories/themes including administrativerelated, teacher-related and
student-related. The findings include: (a) lack of trainings, seminars, unclear
standard operating procedures, (b) late arrival and lack of modules, (c)
developing/weak teaching skills and strategies, (d) teachers difficulty in teaching the
subjects or contents, (e)lack of time to tackle the content efficiently, (f) unavailability
or lack of instructional materials, (g) non-mastery of the basic concepts and skills,
(h) poor problem solving and critical thinking skills (i) indifferent student behaviour.
The solutions are sharing of modules or guides, conducting cooperative learning
class, giving extra time for research work, taking time in the preparation of the
lesson, making use of the indigenous materials, reviewing basic concepts and giving
examples, motivating and teaching students enthusiastically.

Activity-Based Teaching of Integer Concepts and its Operations


Abstract:
Students often have difficulty with the concept of integers which makes them struggle
when they algebraic solve equations. This action research study focuses on data gathered in a
seventh grade mathematics class. The researchers analyzed the effect of various activities using
models of integers like the Target integer, Integer chips, the use of Damath and an online game
Number Cruncher. The results assessed students conceptual understanding, procedural skills and
perception. These activities led to a greater increase in students performance and conceptual
understanding on integers. Results were compared using the same assessment tool, Pre-Post
Tests. Student interviews and surveys were conducted. The combination of these data sets
suggests that students conceptual understanding and procedural skills are enhanced when
activity-based teaching is used.
Key Words: up to five key words/terms; separated by semicolons