The Teaching of Multiplication of Fraction Using Differentiated Instruction in Grade V of Benigna Dimatatac Memorial Elementary School

Abstract

INTRODUCTION

One of today’s most trending issues that need to be given much attention is the proficiency of students with regards to fractions and related forms as well as its operations. The difficulty that students have with fractions should not be surprising considering the complexity of the concepts involved. In any classroom, students will have a range of abilities, needs, and interests. Differentiated instruction is an instructional strategy that recognizes and supports individual differences in learning. The process maximizes learning by considering the students' individual and cultural learning styles, recognizing that some students will require adjusted expectations, and offering different ways for them to explore curriculum and demonstrate learning. Students from Benigna Dimatatac Memorial Elementary School are no exceptions to this dilemma. They tend to develop a negative attitude towards Mathematics since most of them found difficulty in this. The researchers believed that there is a need to overcome whatever difficulties that occur.

METHODS

The study used a descriptive method of research. Documentary analysis was also applied to describe differentiated instruction. The subjects of the study were the 118 grade V pupils of Benigna Dimatatac Memorial Elementary School.

RESULTS

The distinct feature of differentiated instruction was to help the pupils acquire skills in mathematics especially in fractions. Visualizing multiplication of fractions, multiplying fractions and whole numbers, and multiplying fractions with fractions were the lessons in which differentiated instruction was used. Majority of the pupils had high performance in visualizing, multiplying fraction and a whole number, and multiplying fraction and another fraction. The proposed supplementary activities are games, role plays, and dramatization.

DISCUSSIONS

The results suggested the use of the proposed supplementary activities to improve pupils' performance in Math. The use of differentiated instruction as an alternative approach in teaching fraction may be often used by Mathematics teachers to motivate pupils to understand fractions and other related concepts. Moreover, the use of these supplementary materials will ensure the pupils' mastery of the lessons and concepts.