Theory-Based Strategies Utilized in Teaching Mathematics: Basis for Teaching Model

Abstract

INTRODUCTION

One's beliefs in Mathematics as a discipline may either be positive or negative, depending on his observation and experiences related to the subject, along with the influences of others’ experiences. Premised on the foregoing, the student's beliefs in Mathematics may be managed through effective utilization of teaching strategies and classroom activities designed to internalize a profound interest in, and love for Mathematics. Therefore, theory-based instructional strategies can be instrumental in turning negative beliefs in Mathematics into positive ones, as well as in improving the academic performance of the students.

METHODS

Descriptive and correlation methods of research were used with the questionnaire as the main data gathering instrument. The questions were administered to 47 Mathematics teachers of public secondary schools in the Division of Lipa City. This instrument was further supported by informal interviews conducted for the purpose of supplementing the findings of the study with valuable insights.

RESULTS

Many teachers who participated in the study have been practicing the traditional methods in teaching Mathematics such as; dependent usage on problem solving, drills and exercises, deductive method, structural analysis, experiential learning, experiential process, cooperative learning, and discussions. The highly significant variation between the performance of the students in the pre-test and in the post test justifies the effects of the use of theory-based instructional strategies. There is a very close association between the effectiveness of theory-based instructional strategies and the students' test performance in Mathematics. The overlapping feature of the instructional strategies in terms of their association with educational theories accounts for their irrelevant differences in terms of their application and effectiveness in the teaching-learning situation.

DISCUSSIONS

Educators in all levels should use theory-based instructional strategies and develop innovations that may further strengthen the learners' acquisition of knowledge, skills and competencies through varied activities. The teachers should include in the Mathematics curriculum variations on interesting activities relevant to current real-life situations to enable the students to accentuate that Math does not intensely focuses only on numbers and operations but also perpetuates a greater sense even on simple daily encounters. Teachers may adopt an instructional model using the principles of teaching and learning based on defined educational theories of which they, deemed essential in expediting and facilitating the teaching-learning process.