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“TEACHING APPROACHES IN
MATHEMATICS
Group 4 Mathematics
Research in Mathematics Sibonga Community College

CONCEPTUAL
BACKGROUND
CONCEPTUAL FRAMEWORK
• Teachers' beliefs, experiences, knowledge, and communication skills
all contribute to effective teaching (Das & Bau, 2020).
• Yet, many students still find math difficult and don't achieve well in it
(Fritz et al., 2019; Sun, 2018).
• There's no one-size-fits-all approach to learning in 21st-century
classrooms that emphasize collaboration, creativity, critical thinking,
and communication (PISA, 2018).
• The Philippines scored low in the 2018 PISA math assessment (San
Juan, 2020).
• The DepEd launched the MATATAG program to improve basic
education, including math teaching (DepEd, 2023).
• Math teachers should encourage students' enthusiasm and help
them see the real-world benefits of math (NCTM, 2000; Campilla &
Castañaga, 2021).
• This study investigates the teaching approaches used by secondary
math teachers in Ocaña National High School.
PROBLEM
INTRODUCTION
STATEMENT OF
NULL
HYPOTHESIS

CONCEPTUAL
BACKGROUND
CONCEPTUAL
FRAMEWORK
• The proposed framework investigates how math teachers'
demographics (age, sex, experience, degree, training) influence
their use of teaching approaches.
• The MATATAG program emphasizes innovative and effective
math teaching in the Philippines.
• Math teachers in the Philippines are typically 30-50 years old,
70% female, with 15.6 years of experience on average.
• Most have bachelor's degrees in math, while 42% have
master's degrees.
• They receive an average of 40 hours of training per year.
• Common teaching approaches include conventional (lectures,
textbooks), inquiry-based (exploration, discovery), metacognitive
(awareness of thinking process), and experiential (hands-on
activities).
• The inquiry-based approach, for example, improves problem-
solving skills and conceptual understanding.
PROBLEM
INTRODUCTION
STATEMENT OF
NULL
HYPOTHESIS

CONCEPTUAL
FRAMEWORK
CONCEPTUAL
BACKGROUND
PROBLEM
INTRODUCTION
STATEMENT OF
NULL
HYPOTHESIS

CONCEPTUAL
BACKGROUND
CONCEPTUAL
FRAMEWORK
This study determined the teaching approaches used by
Mathematics teachers at Ocaña National High School as the
basis for the recommendation plan.
Specifically, this study sought to answer the following
questions:
1. What is the profile of the mathematics teachers as to:
1.1. Age
1.2. Sex
1.3. Length of Service
1.4. Highest Educational Attainment 1.5. Number of Training
Hours Attended
2. What is the extent of the utilization of the teaching
approaches as to:
2.1. Conventional
2.2. Inquiry-based
2.3. Meta-Cognition
2.4. Experiential
PROBLEM
INTRODUCTION
STATEMENT OF
NULL
HYPOTHESIS

CONCEPTUAL
BACKGROUND
CONCEPTUAL
FRAMEWORK
3. Is there a significant relationship between
the profile of the respondents and to the
utilization of the different teaching
approaches?
4. Based on the findings of the study, what
recommendations can be proposed?
PROBLEM
INTRODUCTION
STATEMENT OF
NULL
HYPOTHESIS

CONCEPTUAL
BACKGROUND
CONCEPTUAL
FRAMEWORK
The given null hypothesis was tested and
presented at a 0.05 level of significance using
the appropriate statistical tool to validate the
content of this study.
H0: There is no significant relationship in the
profile of the respondents to the utilization of
the different teaching approaches.
PROBLEM
INTRODUCTION
STATEMENT OF
NULL
HYPOTHESIS

METHODOLOGY
SIGNIFICANCE
• Students: This study can boost their understanding, appreciation of
math, and confidence.
• Teachers: This study can help teachers improve their methods,
differentiate instructions, and create positive learning environments.
• Pre-service teachers: This study can inform them about strategies
for facilitating math learning.
• Parents: This study can help parents provide educational guidance
and advocate for quality math education.
• School administrators: This study can inform decisions about
curriculum, teacher development, and resource allocation.
• Future researchers: This study can identify research gaps, develop
new teaching strategies, and contribute to the field of math
education.
• Other researchers: This study can serve as a reference for future
research on teaching approaches in secondary-level math.
PROCEDURE
REVIEW OF
RELATED
LITERATURE
PRESENTATION,
ANALYSIS, AND
INTERPRETATION OF
DATA

METHODOLOGY
SIGNIFICANCE
• This research describes teaching approaches among math teachers
in Ocaña National High School.
• The study used a survey to collect data on teacher demographics
and teaching approaches.
• Teachers were asked how often they use conventional, inquiry-
based, meta-cognition, and experiential approaches.
• The study aims to find if teacher profiles influence their use of
different teaching approaches.
• Ocaña National High School is located in Carcar City, Cebu,
Philippines.
• The school offers both Junior and Senior High School curricula.
• The respondents were all identified Secondary Mathematics
teachers in the school.
PROCEDURE
REVIEW OF
RELATED
LITERATURE
PRESENTATION,
ANALYSIS, AND
INTERPRETATION OF
DATA

METHODOLOGY
SIGNIFICANCE Data Gathering Procedures
• Researchers obtained approval from school administrators for
survey conduct.
• Pre-interviews with teachers refined the survey tool before
deployment.
• After permission, the researchers administered the survey
questionnaire.
• Data analysis involved tabulation, interpretation based on
results.
• Weighted mean determined utilization level of teaching
approaches.
• Pearson's r correlation assessed profile impact on approach
utilization.
• Ethical considerations included informed consent, confidentiality
pledge, and access authorization.
PROCEDURE
REVIEW OF
RELATED
LITERATURE
PRESENTATION,
ANALYSIS, AND
INTERPRETATION OF
DATA

METHODOLOGY
SIGNIFICANCE • Teachers use real-life examples and student-
centered approaches to make math engaging
(Nantschev et al., 2020).
• High-level learning involves integrating content with
metacognitive strategies (Das & Bau, 2020).
• Manipulatives and concrete objects help students
learn math effectively (Akaazua et al., 2017; Yeo et
al., 2019).
• The CPA approach improves understanding of
algebra and fractions (Yeo et al., 2019).
• Non-traditional methods like 5Es model promote
student engagement and collaboration (Fadlelmula,
2022).
PROCEDURE
REVIEW OF
RELATED
LITERATURE
PRESENTATION,
ANALYSIS, AND
INTERPRETATION OF
DATA

METHODOLOGY
SIGNIFICANCE • Effective teaching includes engaging presence, real-
world value, and best practice exchange (Gagnon,
2019).
• Repetition and review help students learn math
concepts faster (Bates, 2020).
• Sense-making and making-sense stances are crucial
for complete understanding of math (McCallum,
2018).
• Deep-rooted product view of math discourages
design thinking in math education (Li et al., 2019).
• Advanced math courses benefit future teachers by
connecting domains, developing problem-solving
skills, and increasing epistemological awareness (Yan
et al., 2021; Marmur et al., 2021).
PROCEDURE
REVIEW OF
RELATED
LITERATURE
PRESENTATION,
ANALYSIS, AND
INTERPRETATION OF
DATA

METHODOLOGY
SIGNIFICANCE
PROCEDURE
REVIEW OF
RELATED
LITERATURE
PRESENTATION,
ANALYSIS, AND
INTERPRETATION OF
DATA

FINDINGS
SUMMARY
CONCLUSION
RECOMMENDATI
ON
• This study investigated the teaching approaches used by
Ocaña National High School math teachers.
• A total of 16 teachers participated in the study.
• The study also examined the relationship between teachers'
profiles and their use of different teaching approaches.
• A descriptive-quantitative research design was used.
• A researcher-designed checklist was used to collect data.
• The checklist had two parts: one for demographic
information and one for extent of utilization of teaching
approaches.
• There were four teaching approaches and 10 items on the
checklist that teachers used to rate each approach’s
utilization level.
• A 5-point Likert scale was used for the ratings.

FINDINGS
SUMMARY
CONCLUSION
RECOMMENDAT
ION
Extent of Utilization of Teaching Approaches in
Mathematics:
• Conventional: Used sometimes (mean 2.77).
• Inquiry-based: Always used (mean 4.36).
• Meta-cognition: Always used (mean 4.23).
• Experiential: Used often (mean 3.57).

FINDINGS
SUMMARY
CONCLUSION
RECOMMENDAT
ION
Relationship between Teacher Profile and Teaching
Approaches:
• Age: As age increases, utilization of new approaches
decreases (weak negative correlation).
• Sex: No significant relationship between sex and
preferred teaching approaches.
• Length of Service: No significant relationship between
length of service and preferred approaches.
• Highest Education: Highest education attainment and
preferred approaches have a weak negative correlation
(significant).
• Training Hours: No significant relationship between
training hours and preferred approaches.

• This study investigated teaching approaches used by math
teachers at Ocaña National High School.
• Inquiry-based and Meta-cognition approaches were most
frequently used, aligning with active learning trends.
• Conventional approaches were utilized less often, suggesting a
move away from traditional methods.
• Teachers' gender, experience, and training didn't significantly
influence their approach choice.
• Age and highest education level might have a potential influence,
suggesting further research is needed.
• These findings can inform teacher training programs to embrace
diverse methods and support individual styles.
CONCLUSION

RECOMMENDATIONS
•Teachers should focus on using Inquiry-based and Meta-Cognition
methods as they've proven effective. Collaborative activities and
training sessions can help deepen teachers' understanding and
implementation of these techniques.
•Experiential learning is valuable but needs improvement. Providing
teachers with modules, efficient activities, and solutions to
implementation challenges can help students better apply what they
learn through experience.

RECOMMENDATIONS
• While training hours and teaching methods aren't directly
linked, training remains crucial. Make sure training programs
offer practice opportunities, feedback, and relevance to
targeted teaching strategies.
• More research is needed on factors like teaching context,
resource access, and teacher preferences to understand what
influences the effectiveness of different teaching approaches.

THANK YOU
Group 4 Mathematics
Research in Mathematics Sibonga Community College

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