The Use of Mother tongue-Based Multilingual Education in Teaching Mathematics among Grade 1 Pupils of Tibig Elementary School

Abstract

INTRODUCTION

The Education system is now facing a great challenge to provide quality education that the learners need. The idea of using local languages of instruction in the primary grades is catching the interest of our government. In the implementation of this new curriculum, the use of Mother Tongue -Based Multilingual Education (MTB-MLE) in teaching Mathematics among Grade 1 pupils was emphasized. Mother Tongue instruction promotes inclusion in education and improves the quality of education by building on the knowledge and experience of both learners and teachers.

METHODS

The use of descriptive type of research is used by the researcher in this study. This method is appropriate in as much descriptive analysis of test results is the main instrument to be used in gathering data. This study will attempt to find out the use of Mother Tongue-Based Multilingual Education in teaching Mathematics among Grade 1.

RESULTS

Distinct Feature of Teaching Mother Tongue-Based instruction in Mathematics. The lesson plan is in English, but the teacher should use the first language(L1) of the learner. The lessons in Mathematics using Mother Tongue were applied to addition with and without regrouping numbers and subtraction with and without regrouping. Majority of the pupils were on the average performance in learning Mathematics using Mother Tongue -Based Multilingual Education.

DISCUSSIONS

The teachers may use the same strategy and techniques in teaching addition and subtraction of numbers. The teacher may develop and plan the activities that aim to improve learning of low performing pupils which are suitable for the needs of every learner. A study maybe conducted using other approach in teaching Mathematics. Teacher may implement the proposed supplementary activities to enhance the performance level of Grade 1 pupils in Mathematics.