Pedagogical Shift in Mathematics Learning through the Development of Enjoyable Supplementary Activities Blueprint in Problem Solving

Abstract

INTRODUCTION

The pedagogical shift means a change in perspective of a particular concept. In the academe, a paradigm shift means a revision of a particular strategy or practice to enhance the quality of learning. In today's time caused by the change in the curriculum, there is a need to modify the programs provided by the school. In the field of Mathematics, there are two aspects of the learners' development curricular and co-curricular activities. The common co-curricular activities are intended to showcase the knowledge and skills of learners who are proficient in Mathematics. Struggling learners in Mathematics are not given any chance to join contests or competitions in Mathematics.

METHODS

This study uses a descriptive qualitative research design which relies on a variety of understandings and corresponding types of validity in the process of describing, interpreting, and explaining phenomena of interest.

RESULTS

Table 1. The highest rating given by the respondents is problem-solving is a task which I need to accomplish with a percentage of 41.49 and a verbal interpretation of strongly disagree while the least rated component is problem-solving is a challenging activity with a percentage of 7.12 and a verbal interpretation of strongly agree. Table 2. The highest rating given by the respondents is an interpretation of the computation result with a percentage of 42.72and a verbal interpretation of strongly disagree while these components also yielded the least rated component with a percentage of 3.10 and a verbal interpretation of strongly agree. Table 3. The highest rating given by the respondents is interpreting the result of the computation with a percentage of 41.49 and a verbal interpretation of strongly agree while the least rated component is determining the formula with a percentage of 10.22 and a verbal interpretation of disagree. The highest rating under this factor is the target to provide extra activities to every learner to enhance skills in Math with a percentage of 38.70 and a verbal interpretation of strongly disagree. The least rated component is are expected to develop competitiveness among learners with a percentage of 12.38 and a verbal interpretation of agree.

DISCUSSIONS

The output of this research is not a worksheet but a blueprint of activities wherein the researchers use a plan or proposed guideline when they develop activities specifically to develop the problem solving skills of pupils.