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All Journal Cakrawala Pendidikan Journal on Mathematics Education
Lapinid, Minie Rose
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Education Mathematics Social Sciences Other

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Assessing the mother tongue-based multilingual education policy in the Philippine mathematics education Tungul, Katherine Therese Salonga; Lapinid, Minie Rose
Jurnal Cakrawala Pendidikan Vol. 43 No. 3 (2024): Cakrawala Pendidikan (October 2024)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v43i3.66558

Abstract

The Philippine Department of Education developed and has been implementing the Mother Tongue-Based Multilingual Education (MTB-MLE) policy in response to encouraging findings from earlier research studies on using the mother tongue in early education. The purpose of this study is to evaluate how the MTB-MLE Policy is being implemented in terms of classroom instruction, teacher and school readiness, and student proficiency in their mother tongue, Kapampangan, and mathematics in the first five years of implementation in the Sasmuan District of Pampanga, Philippines, using an explanatory sequential mixed-methods research design. Teachers rated the implementation of the MTB-MLE policy positively but experienced some difficulties. Data analysis from interviews with teachers, school heads, district supervisors, and class observations revealed some issues, concerns, coping strategies, and best practices. The results of the two achievement exams students took were satisfactory, providing evidence of the value of using their native tongues in the classroom amidst challenges. Implications of the results were drawn for further improvement in the practice of the MTB-MLE policy in Mathematics Education.
Recontextualizing Kalinga’s batek and laga into an ethnomathematical teaching resource: An application of the second generation of didactical engineering Hortelano, Julius Ceasar; Lapinid, Minie Rose
Journal on Mathematics Education Vol. 15 No. 2 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i2.pp385-402

Abstract

Instructional materials that integrate students' cultures make teaching and learning relevant to students. However, there is a lack of culture-based and research-based teaching resources in mathematics that are deemed pertinent to Kalinga’s full-modular learning and cognizant of the framework for Philippine mathematics teacher education’s principle on realistic mathematics. As such, this study aims to recontextualize the Kalinga tribe’s batek and laga into an Ethnomathematical Teaching Resource (ETR) through the Second Generation of Didactical Engineering (SGDE). Nine elementary teachers and two teacher-trainers participated in the preliminary phase, which was arranged into an ethnomathematical study, first teacher interview, and pretest. These were the basis of the design and a priori assumptions organized into Teaching Strategies (TS), Mathematical Content Knowledge (MCK), and appropriateness test. Subsequently, the realization phase tested the assumptions by administering the ETR, second interview, Communication Index (CI), and post-test. As a result, the a posteriori analysis and validation showed that teacher participants’ exposure to the ETR provided potential TS, improved their MCK, and made appropriate to their level. Consequently, the recontextualization process of the cultures described in the study strengthens the awareness and responsibility of the Kalinga teachers to their cultural community. This also contributes to the preservation of the practices.
Co-Authors Hortelano, Julius Ceasar Tungul, Katherine Therese Salonga