Contextualized Intervention Activities in the Development of Mathematics Competencies for Grade One Pupils

Abstract

INTRODUCTION

Math helps children to develop the ability to think critically and solve problems. Both are integral to success in school and in life, but not all children learn the math skills they need to succeed. This study sought to examine the effects of contextualized intervention activities to enhance the performance of the learners by basing mathematics understanding on a range of different activities working with concrete objects, solving problems in daily life and describing mathematics concepts to help children with different learning styles and different needs learned effectively.

METHODS

The descriptive method was employed as the main gathering tool in obtaining facts needed. The researchers considered that this is the most appropriate method describes as a given state which is fully and carefully as possible. Hence, the researchers believed that this type of research design will give the pertinent result of the basis for the prevalent conceptualized intervention activities in visualizing and adding numbers with sums through 99 without or with regrouping. She made use of the pre and post-test assessment result in Math, interviews as data gathering instruments.

RESULTS

It is discussed on the performance of grade one learners in terms of mental ability, basic addition computation ability and solving ability. The problems encountered by the learners in performing the addition of two-digit numbers through 99 with regrouping were also assessed. It includes pupils' lack of interest to solve problems and lack of motivation and support from parents and guardians. These important factors served as the basis for the study and implementation of different teaching intervention activities in visualizing and adding numbers with sums through 99 without or with regrouping that will develop the mathematical competencies among the learners.

DISCUSSIONS

The output will be of great help to teachers to be able to utilize different intervention activities to develop learners' abilities and mathematics competencies. This serves as a review of evidence for developing the learners' ideas for the improvement of mathematical skills which can be done by the teachers who utilized the contextualized intervention activities that is appropriate for the learning capability of each learner and applying new techniques where they are able to allocate more cognitive resources for comprehension of the problem test rather than for understanding the language in answering the mathematical problems.