IPED-Contextualized Mathematics Workbook

Abstract

Contextualizing teaching and learning promises a long term effect on learners that these lead them to better mastery of competencies and skills they need in the real world. This is by the theory of contextual learning according to Johnson (2014) that learning occurs only when learners process new knowledge in such a way that it makes sense to them in their frame of reference. Given this, contextualizing a mathematics workbook for the indigenous peoples was hypothesized in this study to be able to bridge the gap between abstract mathematical concepts and real-world problems. The study employed the descriptive method of research to describe the mathematics performance of the Grade 1 learner-respondents as well as the socio-linguistic profiles of the learners. A learner-evaluative survey questionnaire to teachers coupled with informal interviews was used to underpin the status of instruction as affected by the socio-linguistic backgrounds. The focus of the interview was to triangulate the responses to the survey questionnaire on how the language of instruction has been affecting the learners. The gathered data were treated by the use of descriptive and inferential statistics. Generally, the mathematics performance of the respondents was fairly satisfactory. The language of instruction, the language used in the workbooks, and the teaching-learning strategies in the teaching of mathematics have a moderate to high effect on the mathematics performance of the respondents. Furthermore, these factors were found to be significant predictors of mathematics performance with the use of the Kanakanaey language as LOI and as the language of Grade 1, math workbooks were the leading predictors. The findings illustrated the importance of language in teaching mathematics concepts to Grade 1 learners. Cognizant with the mandate of a localized and contextualized instruction in the K to 12 Program wherein mother tongue-based multilingual education is one of the flagship programs and to the Indigenous Peoples Education Framework, the use of the local language in the instruction and the design of instructional materials is strongly sought for sustained implementation. It was also in this respect that an IPED mathematics workbook for grade 1 was designed.