Learning Addition and Subtraction of Fractions Using Indigenous Materials: The Case of Dumagat Elementary Students in the Philippines (75049)

Session Information: Design, Implementation & Assessment of Innovative Technologies in Education
Session Chair: A.Y.M. Atiquil Islam

Thursday, 23 November 2023 16:15
Session: Session 5
Room: Room 705
Presentation Type: Oral Presentation

All presentation times are UTC + 9 (Asia/Tokyo)

This qualitative study investigated the benefits of using indigenous materials in learning addition and subtraction of fractions. Twenty-one Grade 4, 5, and 6 students in a public school located in the remote area of Bulacan, Philippines participated in the study. The research studied the students’ ability to transition across Bruner’s (1966) modes of representation (enactive-iconic-symbolic) and their levels of motivation as facilitated by the indigenous materials prepared by the researcher for use in the daily lessons. The principles of Realistic Mathematics Education (RME) influenced the design of the lessons. This study took into consideration the Dumagats’ culture, particularly their livelihood activities and family relationships. The researcher designed the manipulative materials utilizing bamboo sticks (kawayan), woven trays (bilao), and betel leaves (dahon ng ikmo) which are readily found in the students’ natural environment. An in-depth analysis of the worksheets and post-test results reveal that there is evidence of learning among students since they achieved some of the learning competencies prescribed in the Philippine K-12 Basic Education Curriculum. Results of the study showed that the specially designed lessons on addition and subtraction of fractions using indigenous materials facilitated students’ transition to the symbolic mode of representation by only some students. There is also evidence that the use of these materials contributed to the high levels of motivation exhibited by the Dumagat students throughout the learning sessions. Recommendations for further research, improvement of the indigenous people (IP) school curriculum, and enhancement of teaching practices to create culturally sensitive mathematics classrooms are proposed.

Heidi Lynn Faustino, Ateneo de Manila University, Philippines
Flordeliza Francisco, Far Eastern University, Philippines
Catherine Vistro-Yu, Ateneo de Manila University, Philippines

About the Presenter(s)
Ms. Heidi Lynn Faustino is currently a mathematics teacher in La Salle Green Hills, Philippines. Her research work endeavored to assist an indigenous people’s school in the Philippines in the area of mathematics curriculum and materials development.

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00