Context Orientated Teaching in Grade 9 Mathematics

Jonifer Dultra

doi:doi:10.11648/j.hss.20221004.11

| Peer-Reviewed

Context Orientated Teaching in Grade 9 Mathematics

Jonifer Dultra

Published in Humanities and Social Sciences (Volume 10, Issue 4)

Received: 28 May 2022 Accepted: 25 June 2022 Published: 5 July 2022

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

The main purpose of this study is to determine the effectiveness of Context Orientated Teaching in Mathematics concerning grade 9 students’ performance levels. This study used Solomon’s four-group design to assess whether there is an interaction between the treatment and its performance from the pre-test to its performance in the post-test. It shows that both pretested groups established a significant mean gain from pre-test to post-test, such between mean gains showed no significant mean difference. On the other end, performance levels among the four groups showed significant outcomes, which were dominated by the experimental non-pretested group. In other words, Context Orientated Teaching in Mathematics is better than the traditional instructional approach. Context Orientated Teaching showed enough evidence not only of students’ interest in mathematics but also a feeling of being part of real-life situations. The best experience of contextualization in learning mathematics is nonetheless the partition of mathematical context as well as mathematical conceptual context. Therefore, Context Orientated Teaching in Mathematics gives necessary skills for the students to be equipped with the strategy on how to start an appropriate solution to real-life problems in a natural way, which keep them within the proximity of both practical and theoretical as far as learning mathematics is a concern.

Published in	Humanities and Social Sciences (Volume 10, Issue 4)
DOI	10.11648/j.hss.20221004.11
Page(s)	197-206
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

Context Orientated Teaching in Mathematics, Theory of Didactics, Math Performance

References

[1]	Adams. G. (Ed.) Using Real-Life Context to Mediate Mathematics Teaching and Learning. British Society for Research in Learning Mathematics. 2015.
[2]	Adams G. E., Cherif A. H., Movahedzadeh F., Martyn M. A., Dunning J. (2014). Why Do Students Fail? Faculty’s Perspective. In Collection of Papers of the Annual Conference Creating & Supporting Learning Environments. Chicago: Higher Learning Commission.
[3]	Adams. G. 2015. Proceedings of the British Society for Research into Learning Mathematics 35 (2).
[4]	Anderson, L. W. (Ed), Krathwohl, D. R. (Ed), (2001). A revision of Bloom’s Taxonomy of educational objectives (complete edition). New York: Longman.
[5]	Blum, W. and Niss, M. (1999). Mathematical Problem Solving, Modelling Applications, and Links to Other Subjects – State, Trends and Issues in Mathematics Instruction. In Blum, W., Niss, M. and Huntley, I. (eds), Modelling, Applications and Applied Problem Solving – Teaching Mathematics in a Real Context. Horwood, Chichester, UK, pp. 1-21.
[6]	Brousseau, G. (2006) Theory of Didactical Situations in Mathematics. Kluwer, Dordrecht, The Netherlands/Springer Science & Business Media.
[7]	Chevallard, Y. (2006). Steps Towards A New Epistemology in Mathematics Education. IUFM d’Aix-Marseille, France.
[8]	Clarke, T., Ayres, P., & Sweller, J. (2005). The impact of sequencing and prior knowledge on learning mathematics through spreadsheet applications. Educational Technology Research and Development, 53, 15-24.
[9]	Dapueto, C. and Parenti, L. (1999) Constributions and Obstacles of Context in the Development of Mathematical Knowledge. Educational Studies in Mathematics.
[10]	Harel, G. (2002). DNR-Based Instruction: Its Application in Developing Mathematics Teachers’ Knowledge Base, Particularly their Proof Schemes. Proceedings of 2002 International Conference on Mathematics: Understanding Proving and Proving to Understand, pp. 78-90.
[11]	Hanna, G., & Jahnke, H. N. (1996). Proof and proving. In International handbook of mathematics education (pp. 877-908). Springer, Dordrecht.
[12]	Hoyles, C., Noss, R., Kent, P., & Bakker, A. (2010). Improving mathematics at work: The need for techno-mathematical literacies. Routledge.
[13]	Klaoudatos, N. (1992) Medelling Orientated Teaching (a theoretical development for teaching mathematics through the modelling process). International Journal of Mathematics in Education, Science, and Technology, 22, 69-79.
[14]	Freire, P. (1967). Papel da educação na humanização. Obra de Paulo Freire; Série Artigos [Role of education in humanization. Work of Paulo Freire; Series Articles].
[15]	Lee, S. D., Kuncel, N. R., & Gau, J. (2020). Personality, attitude, and demographic correlates of academic dishonesty: A meta-analysis. Psychological Bulletin, 146 (11), 1042.
[16]	Lin, F. L. (2005). Modeling students’ learning on mathematical proof and refutation. In Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 3-18). Melbourne (Australia): University of Melbourne.
[17]	Nikos, K. and Stavros, P. (2003). Context Orientated Teaching in Praxis: January 2010 Journal for Research in Mathematics Education.
[18]	Gagnon, J. C., & Maccini, P. (2001). Preparing students with disabilities for algebra. Teaching Exceptional Children, 34 (1), 8-15.
[19]	Michael, I., (2015). Factors Leading to Poor Performance in Mathematics Subject in Kibaha Secondary Schools. Published Dissertation, University of Tanzania, Tanzania.
[20]	Williams, J., & Wake, G. (2007). Metaphors and models in translation between college and workplace mathematics. Educational Studies in Mathematics, 64, 345–371.
[21]	Winslow, C. (2005). Research and development of university level of teaching: The interaction of didactical and mathematical organizations. Proceedings of CERME 4, European research in mathematics education, to appear.
[22]	Smith, A. (2004). Making Mathematics Count: The Report of Inquiry into Post-Mathematics Education in the United Kingdom. London: Department of Education.
[23]	Journal for Research in Mathematics Education (JRME). January 2010. Vol. 41, Issue I.

Cite This Article

Plain Text BibTeX RIS

APA Style

Jonifer Dultra. (2022). Context Orientated Teaching in Grade 9 Mathematics. Humanities and Social Sciences, 10(4), 197-206. https://doi.org/10.11648/j.hss.20221004.11

Copy | Download

ACS Style

Jonifer Dultra. Context Orientated Teaching in Grade 9 Mathematics. Humanit. Soc. Sci. 2022, 10(4), 197-206. doi: 10.11648/j.hss.20221004.11

Copy | Download

AMA Style

Jonifer Dultra. Context Orientated Teaching in Grade 9 Mathematics. Humanit Soc Sci. 2022;10(4):197-206. doi: 10.11648/j.hss.20221004.11

Copy | Download

@article{10.11648/j.hss.20221004.11,
  author = {Jonifer Dultra},
  title = {Context Orientated Teaching in Grade 9 Mathematics},
  journal = {Humanities and Social Sciences},
  volume = {10},
  number = {4},
  pages = {197-206},
  doi = {10.11648/j.hss.20221004.11},
  url = {https://doi.org/10.11648/j.hss.20221004.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.hss.20221004.11},
  abstract = {The main purpose of this study is to determine the effectiveness of Context Orientated Teaching in Mathematics concerning grade 9 students’ performance levels. This study used Solomon’s four-group design to assess whether there is an interaction between the treatment and its performance from the pre-test to its performance in the post-test. It shows that both pretested groups established a significant mean gain from pre-test to post-test, such between mean gains showed no significant mean difference. On the other end, performance levels among the four groups showed significant outcomes, which were dominated by the experimental non-pretested group. In other words, Context Orientated Teaching in Mathematics is better than the traditional instructional approach. Context Orientated Teaching showed enough evidence not only of students’ interest in mathematics but also a feeling of being part of real-life situations. The best experience of contextualization in learning mathematics is nonetheless the partition of mathematical context as well as mathematical conceptual context. Therefore, Context Orientated Teaching in Mathematics gives necessary skills for the students to be equipped with the strategy on how to start an appropriate solution to real-life problems in a natural way, which keep them within the proximity of both practical and theoretical as far as learning mathematics is a concern.},
 year = {2022}
}

Copy | Download

TY  - JOUR
T1  - Context Orientated Teaching in Grade 9 Mathematics
AU  - Jonifer Dultra
Y1  - 2022/07/05
PY  - 2022
N1  - https://doi.org/10.11648/j.hss.20221004.11
DO  - 10.11648/j.hss.20221004.11
T2  - Humanities and Social Sciences
JF  - Humanities and Social Sciences
JO  - Humanities and Social Sciences
SP  - 197
EP  - 206
PB  - Science Publishing Group
SN  - 2330-8184
UR  - https://doi.org/10.11648/j.hss.20221004.11
AB  - The main purpose of this study is to determine the effectiveness of Context Orientated Teaching in Mathematics concerning grade 9 students’ performance levels. This study used Solomon’s four-group design to assess whether there is an interaction between the treatment and its performance from the pre-test to its performance in the post-test. It shows that both pretested groups established a significant mean gain from pre-test to post-test, such between mean gains showed no significant mean difference. On the other end, performance levels among the four groups showed significant outcomes, which were dominated by the experimental non-pretested group. In other words, Context Orientated Teaching in Mathematics is better than the traditional instructional approach. Context Orientated Teaching showed enough evidence not only of students’ interest in mathematics but also a feeling of being part of real-life situations. The best experience of contextualization in learning mathematics is nonetheless the partition of mathematical context as well as mathematical conceptual context. Therefore, Context Orientated Teaching in Mathematics gives necessary skills for the students to be equipped with the strategy on how to start an appropriate solution to real-life problems in a natural way, which keep them within the proximity of both practical and theoretical as far as learning mathematics is a concern.
VL  - 10
IS  - 4
ER  -

Copy | Download

Author Information

Jonifer Dultra

Department of Education, Cebu Normal University, Cebu City, Philippines

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Jonifer Dultra. (2022). Context Orientated Teaching in Grade 9 Mathematics. Humanities and Social Sciences, 10(4), 197-206. https://doi.org/10.11648/j.hss.20221004.11

Copy | Download

ACS Style

Jonifer Dultra. Context Orientated Teaching in Grade 9 Mathematics. Humanit. Soc. Sci. 2022, 10(4), 197-206. doi: 10.11648/j.hss.20221004.11

Copy | Download

AMA Style

Jonifer Dultra. Context Orientated Teaching in Grade 9 Mathematics. Humanit Soc Sci. 2022;10(4):197-206. doi: 10.11648/j.hss.20221004.11

Copy | Download

@article{10.11648/j.hss.20221004.11,
  author = {Jonifer Dultra},
  title = {Context Orientated Teaching in Grade 9 Mathematics},
  journal = {Humanities and Social Sciences},
  volume = {10},
  number = {4},
  pages = {197-206},
  doi = {10.11648/j.hss.20221004.11},
  url = {https://doi.org/10.11648/j.hss.20221004.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.hss.20221004.11},
  abstract = {The main purpose of this study is to determine the effectiveness of Context Orientated Teaching in Mathematics concerning grade 9 students’ performance levels. This study used Solomon’s four-group design to assess whether there is an interaction between the treatment and its performance from the pre-test to its performance in the post-test. It shows that both pretested groups established a significant mean gain from pre-test to post-test, such between mean gains showed no significant mean difference. On the other end, performance levels among the four groups showed significant outcomes, which were dominated by the experimental non-pretested group. In other words, Context Orientated Teaching in Mathematics is better than the traditional instructional approach. Context Orientated Teaching showed enough evidence not only of students’ interest in mathematics but also a feeling of being part of real-life situations. The best experience of contextualization in learning mathematics is nonetheless the partition of mathematical context as well as mathematical conceptual context. Therefore, Context Orientated Teaching in Mathematics gives necessary skills for the students to be equipped with the strategy on how to start an appropriate solution to real-life problems in a natural way, which keep them within the proximity of both practical and theoretical as far as learning mathematics is a concern.},
 year = {2022}
}

Copy | Download

TY  - JOUR
T1  - Context Orientated Teaching in Grade 9 Mathematics
AU  - Jonifer Dultra
Y1  - 2022/07/05
PY  - 2022
N1  - https://doi.org/10.11648/j.hss.20221004.11
DO  - 10.11648/j.hss.20221004.11
T2  - Humanities and Social Sciences
JF  - Humanities and Social Sciences
JO  - Humanities and Social Sciences
SP  - 197
EP  - 206
PB  - Science Publishing Group
SN  - 2330-8184
UR  - https://doi.org/10.11648/j.hss.20221004.11
AB  - The main purpose of this study is to determine the effectiveness of Context Orientated Teaching in Mathematics concerning grade 9 students’ performance levels. This study used Solomon’s four-group design to assess whether there is an interaction between the treatment and its performance from the pre-test to its performance in the post-test. It shows that both pretested groups established a significant mean gain from pre-test to post-test, such between mean gains showed no significant mean difference. On the other end, performance levels among the four groups showed significant outcomes, which were dominated by the experimental non-pretested group. In other words, Context Orientated Teaching in Mathematics is better than the traditional instructional approach. Context Orientated Teaching showed enough evidence not only of students’ interest in mathematics but also a feeling of being part of real-life situations. The best experience of contextualization in learning mathematics is nonetheless the partition of mathematical context as well as mathematical conceptual context. Therefore, Context Orientated Teaching in Mathematics gives necessary skills for the students to be equipped with the strategy on how to start an appropriate solution to real-life problems in a natural way, which keep them within the proximity of both practical and theoretical as far as learning mathematics is a concern.
VL  - 10
IS  - 4
ER  -

Copy | Download