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Lopes, Venâncio
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Didactic knowledge of Mathematics teachers about their teaching: From the perspective of the use of Manipulative materials Lopes, Venâncio; Ribeiro, Marcelino da Costa; Pinto, Alfredo
Jurnal Sosial Teknologi Vol. 5 No. 11 (2025): Jurnal Sosial dan Teknologi
Publisher : CV. Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/jurnalsostech.v5i11.32500

Abstract

The main objective of this research was to explore the opinions of primary and secondary school teachers in the municipality of Manatuto regarding the teaching of Mathematics using manipulative materials. A quantitative methodology was employed, and the opinions of 30 teachers were gathered through a closed questionnaire. Data analysis was conducted using Microsoft Excel. The results indicated that primary and secondary school teachers in the municipality of Manatuto are familiar with and use the following manipulative materials in their teaching practice: Geoboards, tangram, geometric solids boxes, abacus, rulers, compasses, protractors, blackboards, logical blocks, number dice, coins, and playing cards. These materials were used for specific topics, but not across all contents outlined in the mathematics curriculum. Teachers stated that manipulative materials help students touch, feel, and move objects, making abstract concepts more concrete and understandable, which aids in student comprehension and motivation. These materials serve as symbolic representations, help contextualize learning, and promote skill development, but they require careful planning and teacher guidance to be effective. Regarding curricular guidelines, the findings suggest that mathematics programs should incorporate the use of manipulative materials to enhance the learning experience.
The Implementation of the Mathematics Curriculum in Basic and Secondary Education in Timor-Leste: Examining Its Developments and Challenges Lopes, Venâncio
Jurnal Sosial Teknologi Vol. 5 No. 12 (2025): Jurnal Sosial dan Teknologi
Publisher : CV. Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/jurnalsostech.v5i12.32501

Abstract

This article aims to identify and describe the developments and challenges encountered by mathematics teachers during the implementation of the Basic and Secondary Education Curriculum in Timor-Leste. The methodology adopted in this study follows a quantitative approach guided by a descriptive-interpretive paradigm. Data were collected through a closed-ended questionnaire, and the participants consisted of mathematics teachers who were still actively fulfilling their roles as learning facilitators in the 2024 academic year. The study involved 30 teachers in total, with 15 teachers each selected from the municipalities of Baucau and Bobonaro. Quantitative analysis was conducted to identify developments and obstacles related to the implementation of the mathematics curriculum at the basic and secondary levels in Timor-Leste. According to the results, in terms of planning, the teachers acknowledged that the mathematics curriculum serves as one of the fundamental elements guiding their classroom work. Regarding teaching practices, they viewed the curriculum as a document that organizes learning experiences in the classroom. In terms of learning assessment, teachers argued that the curriculum and assessment are complementary tools designed to ensure the quality of education. Furthermore, the results also revealed several obstacles faced by teachers, such as the lack of technological resources—including calculators, computers, and internet access—to support the effective implementation of the mathematics curriculum in basic and secondary schools in Timor-Leste
Co-Authors Pinto, Alfredo Ribeiro, Marcelino da Costa