The Teaching of Multiplication Using Visual Representations among Grade II Pupils in Parang Cueva Elementary School

Abstract

INTRODUCTION

The researcher used the descriptive method in determining the importance of teaching of multiplication using visual representations among Grade II pupils in Parang Cueva Elementary School. The respondents of the study were 30 students in Grade II of Parang Cueva Elementary School. All of them were present during the presentation and discussion of lessons. The study utilized the construction of lesson plans, discussion, and administration of tests and procedure.

METHODS

Visual representations are a powerful way for students to access abstract math ideas. Drawing a situation, graphing lists of data, or placing numbers on a number line all help to make abstract concepts more concrete. All students can benefit from using visual representations, although struggling students may require extra support and practice. Visual representation was used in lessons in Mathematics about 1) repeated addition, 2) counting by multiples, and 3) equal jumps in number lines. The proposed or supplementary materials are the graphic organizer, mathematics manipulative, and mathematics tools, and multiple representations.

RESULTS

Visual representations are a powerful way for students to access abstract math ideas. Drawing a situation, graphing lists of data, or placing numbers on a number line all help to make abstract concepts more concrete. All students can benefit from using visual representations, although struggling students may require extra support and practice. Visual representation was used in lessons in Mathematics about 1) repeated addition, 2) counting by multiples, and 3) equal jumps in number lines. The proposed or supplementary materials are the graphic organizer, mathematics manipulative, and mathematics tools, and multiple representations.

DISCUSSIONS

The results demonstrate the need to use Visual representation in teaching the lessons in Mathematics about multiplication as repeated addition, multiplication as equal jumps in a number line, and multiplication as counting by multiples. The pupils had high performance in each lesson in multiplication using visual representation. The proposed supplementary materials were graphic organizer and mathematics manipulatives, and mathematics tools. The proposed supplementary materials maybe shown to supervisors, school heads, and teachers before using them. The teachers may use other strategies in teaching multiplication. A similar study may be conducted using other topics in Mathematics and applying other strategies.