Multifaceted structures of mathematics education in the Philippines: a case analysis

Jay Fie Luzano

doi:10.48017/dj.v9i3.3062

Autores

Jay Fie Luzano Bukidnon State University. Malaybalay City, Bukidnon, Philippines https://orcid.org/0000-0001-5305-2419

DOI:

https://doi.org/10.48017/dj.v9i3.3062

Palavras-chave:

Filipinas, Estruturas multifacetadas, Educação matemática, Análises de caso

Resumo

A educação matemática, enquanto pedra angular dos currículos académicos a nível mundial, varia muito entre regiões devido a diversas influências culturais, económicas e educativas. Este estudo teve em conta a paisagem sociocultural e económica única das Filipinas e as suas estruturas educativas multifacetadas localizadas. Esta investigação utilizou um método de estudo de caso qualitativo para explorar as experiências vividas pelos professores de matemática nas Filipinas sobre as estruturas multifacetadas do ensino da matemática que influenciam e moldam as suas práticas profissionais. Os resultados indicaram oito (8) temas emergentes sobre as estruturas multifacetadas do ensino da matemática nas Filipinas, a saber: (1) Necessidades de desenvolvimento profissional e de formação; (2) Desafios curriculares e pedagógicos; (3) Restrições de recursos; (4) Apoio e colaboração entre educadores; (5) Práticas de avaliação; (6) Envolvimento e motivação dos alunos; (7) Influência dos factores socioeconómicos; e (8) Políticas educativas e questões sistémicas. Para enfrentar os desafios multifacetados do sistema de ensino da matemática nas Filipinas, é necessária uma abordagem holística que capacite os professores, melhore a qualidade do ensino e melhore os resultados educativos através de uma formação sólida, de currículos relevantes, de recursos equitativos, de ambientes de colaboração e da elaboração de políticas inclusivas que apoiem e beneficiem tanto os professores como os alunos.

Métricas

Carregando Métricas ...

Biografia do Autor

Jay Fie Luzano, Bukidnon State University. Malaybalay City, Bukidnon, Philippines

0000-0001-5305-2419; Bukidnon State University. Malaybalay City, Bukidnon, Philippines. jayfieluzano@buksu.edu.ph

Referências

Adam, K., Kiazai, A., & Adam, S. (2021). Efficient Mathematics Teaching and Deficient Required Resources (A Case Study of District Panjgur). Global Journal for Management and Administrative Sciences. https://doi.org/10.46568/gjmas.v2i2.27.

Ajjawi, R., & Higgs, J. (2007). Using Hermeneutic Phenomenology to Investigate How Experienced Practitioners Learn to Communicate Clinical Reasoning. Qualitative Report, 12(4), 612-638. http://bit.ly/2PQCBSh

Aldosiry, N. (2020). The Influence of Support from Administrators and Other Work Conditions on Special Education Teachers. International Journal of Disability, Development and Education, 69, 1873 - 1887. https://doi.org/10.1080/1034912X.2020.1837353.

Apriliyanti, D. (2020). Enhancing Teachers’ Competencies through Professional Development Program: Challenges and Benefactions. Acuity: Journal of English Language Pedagogy, Literature and Culture. https://doi.org/10.35974/acuity.v5i1.2042.

Aranzo, R., Damicog, M., Macahito, C., Reyes, A. Tancio, K., & Luzano, J. (2023). A Case Analysis of the Strategies of Students in Learning Mathematics amidst Academic Disruption. International Journal of Multidisciplinary Approach and Studies, 10(2), 1-15.

Atoyebi, O., & Atoyebi, S. (2022). The Link between Mathematics Teaching Strategies and Students' Anxiety. Asian Journal of Education and Social Studies. https://doi.org/10.9734/ajess/2022/v33i4716.

Ayllón, S., Alsina, Á., & Colomer, J. (2019). Teachers’ involvement and students’ self-efficacy: Keys to achievement in higher education. PLoS ONE, 14. https://doi.org/10.1371/journal.pone.0216865.

Barrot, J. (2021). K to 12 curriculum reform in the Philippines: towards making students future ready. Asia Pacific Journal of Education, 43, 1193 - 1207. https://doi.org/10.1080/02188791.2021.1973959.

Bernardo, A., Cordel, M., Lapinid, M., Teves, J., Yap, S., & Chua, U. (2022). Contrasting Profiles of Low-Performing Mathematics Students in Public and Private Schools in the Philippines: Insights from Machine Learning. Journal of Intelligence, 10. https://doi.org/10.3390/jintelligence10030061.

Camarero-Figuerola, M., Cebrián-Bernat, G., Iranzo-García, P., & Tierno-García, J. (2022). School leadership practices, challenges and opportunities in Spain from key agents’ perspective. Cogent Social Sciences, 8. https://doi.org/10.1080/23311886.2022.2126604.

Cheon, S., Reeve, J., & Vansteenkiste, M. (2020). When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students. Teaching and Teacher Education, 90, 103004. https://doi.org/10.1016/j.tate.2019.103004.

Creswell, J. W. (2003). Research Design: Qualitative. Quantitative, and mixed methods. http://bit.ly/32SYiXi

Dhamija, A., & Dhamija, D. (2022). Amalgamation of Game-Based Learning With Interactive Instructional Strategies for Active Learner Engagement. Handbook of Research on Acquiring 21st Century Literacy Skills Through Game-Based Learning. https://doi.org/10.4018/978-1-7998-7271-9.ch003.

Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4. https://bit.ly/2pkWtTw

Fairman, J., Smith, D., Pullen, P., & Lebel, S. (2020). The challenge of keeping teacher professional development relevant. Professional Development in Education, 49, 197 - 209. https://doi.org/10.1080/19415257.2020.1827010.

Flores, M. (2019). Learning to be a teacher: mentoring, collaboration and professional practice. European Journal of Teacher Education, 42, 535 - 538. https://doi.org/10.1080/02619768.2019.1680207.

Gerring, J. (2006). Case study research: Principles and practices. Cambridge university press. http://bit.ly/39qrR56

Ghorbani, M., & Golparvar, S. (2020). Modeling the relationship between socioeconomic status, self-initiated, technology-enhanced language learning, and language outcome. Computer Assisted Language Learning, 33, 607 - 627. https://doi.org/10.1080/09588221.2019.1585374.

Harris, A., & Jones, M. (2019). Teacher leadership and educational change. School Leadership & Management, 39, 123 - 126. https://doi.org/10.1080/13632434.2019.1574964.

Hastuti, R. (2020). Flipped classroom learning model with group investigation strategy to increase the enjoyment of mathematics in elementary school students. Journal of Physics: Conference Series, 1663. https://doi.org/10.1088/1742-6596/1663/1/012054.

Hernández-Colón, I., Caño, A., Wurm, L., Sanders, G., & Nava, J. (2021). Instructional Set Moderates the Effect of GRE on Faculty Appraisals of Applicant Competence: A Vignette Study With Implications for Holistic Review. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.749621.

Jacob, R., Hill, H., & Corey, D. (2017). The Impact of a Professional Development Program on Teachers' Mathematical Knowledge for Teaching, Instruction, and Student Achievement. Journal of Research on Educational Effectiveness, 10, 379 - 407. https://doi.org/10.1080/19345747.2016.1273411.

Kelly, K. (2022). Contextualising Curriculum for a Multi-Course Classroom: A Case Study. Curriculum and Teaching. https://doi.org/10.7459/ct/37.2.04.

Knight, D. (2019). Are School Districts Allocating Resources Equitably? The Every Student Succeeds Act, Teacher Experience Gaps, and Equitable Resource Allocation. Educational Policy, 33, 615 - 649. https://doi.org/10.1177/0895904817719523.

Kosiol, T., Rach, S., & Ufer, S. (2018). (Which) Mathematics Interest is Important for a Successful Transition to a University Study Program?. International Journal of Science and Mathematics Education, 1-22. https://doi.org/10.1007/S10763-018-9925-8.

Lavy, V. (2020). Expanding School Resources and Increasing Time on Task: Effects on Students’ Academic and Noncognitive Outcomes. Journal of the European Economic Association. https://doi.org/10.1093/JEEA/JVY054.

Ling, A., & Mahmud, M. (2023). Challenges of teachers when teaching sentence-based mathematics problem-solving skills. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1074202.

Liu, Y., Wang, H., & Zhao, R. (2020). Teacher agency and spaces in changes of English language education policy. Current Issues in Language Planning, 21, 548 - 566. https://doi.org/10.1080/14664208.2020.1791532.

Luzano, J. F. (2020). Development and Validation of Strategic Intervention Materials (SIMs) of the Selected Topics in Trigonometry of Precalculus Discipline in Senior High School. Journal of Mathematics and Statistics Studies, 1(2), 26–37.

Luzano, J., & Ubalde, M. (2023). Notable Accounts of the Professional Practice of Tertiary Mathematics Teachers in the Philippines. Science International (Lahore), 35(2), 129-133.

Luzano, J. (2023). The Interplay of Conceptual Understanding and Problem-Solving Competence in Mathematics. International Journal of Multidisciplinary Approach and Studies, 10(2), 89-97.

Luzano, J. (2023). An ADDIE Model Analysis on the Engineering of Contextualized Intervention Materials (CIMs) and Students’ Achievement in Mathematics. International Journal of Multidisciplinary Approach and Studies, 10 (6), 25-47.

Luzano, J. (2024). Assessment in Mathematics Education in the Sphere of Artificial Intelligence: A Systematic Review on Its Threats and Opportunities. International Journal of Academic Multidisciplinary Research, 8(2), 100-104.

Luzano, J. (2024). Robustness of Quantitative Research Methods in Mathematics Education. International Journal of Academic and Applied Research, 8(3), 55-58.

Luzano, J. (2024). Exploring Gender-Inclusive Pedagogical Strategies in Mathematics. International Journal of Academic Pedagogical Research, 8(3), 39-42.

Luzano, J. (2024). Dichotomies of Mathematics Classroom Discourses in Higher Education: A Systematic Review. International Journal of Academic Multidisciplinary Research, 8(3), 84-87.

Luzano, J. (2024). A Scoping Review of the Professional Practices and Standards in Mathematics in Higher Education. Journal of Harbin Engineering University, 45(3), 1 – 6.

Luzano, J. F. (2024). Optimizing Ipsative Assessment in the Philippines: A Narrative Review on the Experiences of Mathematics Teachers. Diversitas Journal, 9(2). https://doi.org/10.48017/dj.v9i2.2964

MacLeod, L. (2020). Shaping Professional Development of Educators: The Role of School Leaders. , 189-217. https://doi.org/10.1007/978-981-15-6667-7_10.

Mampane, M. (2020). The effect of a community-based social support programme on the resilience of children from vulnerable families. Early Child Development and Care, 190, 1638 - 1653. https://doi.org/10.1080/03004430.2019.1670653.

Middlewood, D., & Abbott, I. (2018). Development of Cross-School Professional Learning Communities. . https://doi.org/10.1093/acrefore/9780190264093.013.705.

Nortvedt, G. (2018). Policy impact of PISA on mathematics education: the case of Norway. European Journal of Psychology of Education, 33, 427-444. https://doi.org/10.1007/S10212-018-0378-9.

Pang-an, A., Arceno, J., Tantog, A. Alayon, M., & Luzano, J. (2022). Learning Experiences of College Students in Mathematics in the Modern World during Synchronous Classes. International Journal of Academic Multidisciplinary Research, 6(10), 89-97.

Pinger, P., Rakoczy, K., Besser, M., & Klieme, E. (2018). Interplay of formative assessment and instructional quality—interactive effects on students’ mathematics achievement. Learning Environments Research, 21, 61-79. https://doi.org/10.1007/S10984-017-9240-2.

Radović, S., Radojičić, M., Veljković, K., & Marić, M. (2018). Examining the effects of Geogebra applets on mathematics learning using interactive mathematics textbook. Interactive Learning Environments, 28, 32 - 49. https://doi.org/10.1080/10494820.2018.1512001.

Rodríguez-Hernández, C., Cascallar, E., & Kyndt, E. (2020). Socio-economic status and academic performance in higher education: A systematic review. Educational Research Review, 29, 100305. https://doi.org/10.1016/j.edurev.2019.100305.

Romijn, B., Slot, P., & Leseman, P. (2021). Increasing teachers’ intercultural competencies in teacher preparation programs and through professional development: A review. Teaching and Teacher Education, 98, 103236. https://doi.org/10.1016/j.tate.2020.103236.

Schildkamp, K., Kleij, F., Heitink, M., Kippers, W., & Veldkamp, B. (2020). Formative assessment: A systematic review of critical teacher prerequisites for classroom practice. International Journal of Educational Research. https://doi.org/10.1016/j.ijer.2020.101602.

Shih, Y. (2022). Designing Culturally Responsive Education Strategies to Cultivate Young Children’s Cultural Identities: A Case Study of the Development of a Preschool Local Culture Curriculum. Children, 9. https://doi.org/10.3390/children9121789.

Szabo, Z., Körtesi, P., Guncaga, J., Szabo, D., & Neag, R. (2020). Examples of Problem-Solving Strategies in Mathematics Education Supporting the Sustainability of 21st-Century Skills. Sustainability, 12, 10113. https://doi.org/10.3390/su122310113.

Vasileva, P. (2019). Mathematics In Regional Higher Education Institution Under Conditions Of Globalization. . https://doi.org/10.15405/epsbs.2019.12.04.445.