Pupils Mathematical Readinessand Mathematics Teachers' Preparedness at The Public Elementary Schools in The Municipality of Rosario, Cavite

Abstract

INTRODUCTION

Mathematics is an important part of people's daily lives and that nobody can do away with it. People need Mathematics in counting, computing sales, gains and measuring areas and volume, and many more (Mariano, 2008). The need to enhance pupils' mathematical skills and at the same time develop in them a positive attitude towards the subject is a dire academic need (Salandanan,2009, Kurucz,2014; Mariwat, 2005).

METHODS

In this study, the descriptive method of research was used where the research is directed towards ascertaining the prevailing conditions and this method is essentially a technique of quantitative description of the general characteristics of the groups, thus, approach to problem-solving seeks to answer questions as to the real facts relating to the existing conditions.

RESULTS

The level of Mathematical readiness of pupils as perceived by the themselves and their teacher in terms of: mastery of operational techniques in Mathematics were interpreted by both teachers and pupils as OCCASIONALLY.

Teacher-Pupil reaction and Pupil-pupil reaction were interpreted both by teachers and pupils as OFTEN.

Teacher discipline was interpreted by teachers as OCCASIONALLY with general weighted mean of 3.37 and pupils interpreted it OFTEN with general weighted mean of 3.82.The preparedness of Mathematics teachers' as perceived by themselves and their pupils on the following areas: For Mastery in teaching Mathematics, Teacher-pupil interaction, and Pupil discipline, teachers and pupils interpreted it as OFTEN. Adequacy of Mathematics material was interpreted by teachers as OFTEN with a general weighted mean of 3.88 and pupils also interpreted it OCCASIONALLY with a general weighted mean of 3.39.

DISCUSSIONS

The result revealed that teachers perceived the level of Mathematical readiness of the pupils in the area of Mastery of Operational Techniques in Mathematics and Teacher Discipline as SATISFACTORY.

The teachers perceived their level of preparedness in the areas of Mastery in Teaching Mathematics, teacher-pupil interaction, pupil discipline and adequacy of Mathematics Material as VERY SATISFACTORY.

There is NO SIGNIFICANT difference on the Mathematics teachers' preparedness when grouped according to gender in the areas of Mastery in teaching Mathematics, teacher-pupil interaction and pupil discipline.