SURIGAO EDUCATION CENTER

Km, 2, 8400 Surigao City, Philippines

ENHANCING MATHEMATICAL LITERACY STRATEGIES FOR

EFFECTIVE TEACHING IN ELEMENTARY EDUCATION

by

Gepulla, Joanna Laica Marie W.

Abada, Hanah Angela G.

Yangco, Idyllic Shynne S.

Thesis Proposal

Submitted to the Department of the College of Teacher Education

Surigao Education Center

November 2024

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TABLE OF CONTENT

TITLE PAGE………………………………………………………………………. i

CHAPTER

I. Problem and Review of Related Literature

Introduction…………………………………………………………………….1

Review of Related Literature…………...……………………………………...2

Theoretical Framework……………………………………………………….. 5

Conceptual Framework……………………………………………………….. 5

Statement of the Problem……………………………………………………... 7

Hypothesis…………………………………………………………….….…… 7

Significance of the Study………………………………………………………7

Scope and Limitation of the Study……………………………………………. 8

Definition of Terms…………………………………………………………….8

CHAPTER

II. METHODOLOGY

Research Design………………………………………………………………10

Research Environment………………………………………………………..10

Research Participants…………………………………………………………10

Research Instruments…………………………………………………………11

Research Procedures………………………………………………………….12

Gathering of Data……………………………………………………………..12

Data Analysis…………………………………………………………………12

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CHAPTER I

PROBLEM AND REVIEW OF RELATED LITERATURE

Introduction

Traditional primary mathematics teaching techniques are no longer enough to

fulfill the present educational expectations for nurturing students' innovative talents

and comprehensive traits in the context of global educational reform. In order to

increase students' interest in learning and enhance their mathematical reasoning and

problem-solving skills, basic mathematics classes are increasingly using creative

teaching, a novel educational idea and approach. However, there are some obstacles to

the adoption of creative teaching in primary mathematics, including a shortage of

teaching resources, a flawed assessment system, and a lack of creative teaching

abilities among teachers. (Xian Fanyi University, Xi’an, 710105, China)

Teachers, as key driving forces in educational change, possess vast professional

knowledge and innovative talents, offering them distinct advantages in leading

creative instruction in primary mathematics. Teaching elementary mathematics is

important in the education system because it aims to develop students' mathematical

reasoning and problem-solving skills. However, there is an urgent need to resolve a

number of concerns in real teaching practice.

As the researchers gathered the data of the previous grades in mathematics of the

Grade 4, Grade 5 and Grade 6 pupils of Malquiades Cagasan Memorial Elementary

School in Barangay Cagniog Surigao City, the researchers found that some of the

student did not achieve the required grade of 85% in Mathematics, indicating a need

for targeted intervention to improve their performance. As a future educator we would

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like to help in enchaining the mathematical literacy of the student’s base on the

strategies we learned.

Review of Related Literature

The National Council of Teachers of Mathematics stated that learning

mathematics in class often uses existing problems in daily life or the real world.

Through this process, students can learn to identify problems and problem-solving

strategies. This learning process allows students to interpret problems and solve them

using mathematical methods. The results of learning to solve these problems can

improve the ability called mathematical literacy.

Teachers used a variety of strategies and approaches to deliver the subjects

effectively. The collaboration learning strategy, where students work in groups to

solve problems, share ideas, and construct knowledge, has been recognized as an

effective pedagogical strategy across various disciplines. Collaborative learning

provides students unique opportunities to engage in mathematical discourse, develop

critical thinking skills, and understand mathematical concepts in-depth (Calder.,2021).

Teaching modules are interesting learning resources, easy to understand, and

include certain materials (Tjiptiany, As’ari, & Muksar, 2016) that can help students to

become literate. Teaching modules can help students learn and solve problems

independently (Syahrisl, Asrial, Kurniawan, & Pinaya, 2019). Teaching modules can

generate desire and generate motivation students (Ferdianto, Setiyani, & Nurulfatwa,

2019) and activate students (Logan, Johnson, & Worsham, 2021). So, in learning the

teaching module can be used by students to learn independently.

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According to U. F. Utami, facts show that there are those who still think that

learning mathematics is only related to calculation problems. Mathematics is better

known to the public as the ability to calculate, but in reality, the ability to calculate is

not enough to overcome more complex problems in real life. So, we need an ability to

connect the real world and mathematics. Therefore, teacher and students must have the

right strategy to solve problems that exist in life by using the mathematics ways.

In addition, stated by Y. Wicaksana, Wardono, and S. Ridlo, many learning

strategies use context, one of which is the contextual teacher and learning (CTL). This

approach is a learning strategy that helps students

connect material with real world situations and encourages students to make

connections between the knowledge they have and their application in daily life.

Based on the study of Mohammed Irshad (2024), they embark on the exploration

delve into the instructional strategies, including hands-on activities, visual aids, real-

world applications, and interactive methodologies. By understanding the impact of

these strategies on the mathematical proficiency of school students, the research seeks

to contribute valuable insights to the ongoing dialogue surrounding effective

mathematics education at the foundational level.

Obaid (2019) indicated that modern strategies are characterized by the

independence of the learner’s activity by allowing him to think and work to access

information on his own. The activities also vary in modern teaching strategies to

confront the individual differences between students during the teaching process. They

also contribute to developing students’ ability to think scientifically and critically. The

role of modern strategies is highlighted in training the senses on observation as a basis

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for developing all abilities of the mind such as analysis, reasoning, conclusion,

judgement when dealing with various issues and encouraging students to show team

spirit and cooperative community work.

As stated by Artigas (2023), it is recommended that manipulative should be used

as much as possible to better the mathematics performance of pupils in primary

school. This points to the fact founded in a direct relationship of the Mathematical

process with necessary manipulative has been the essential to build appropriate hands-

on experiences to apply learning to new contexts. The study found significant

relevance quoting to Tjandra (2021), “The use of manipulative in Mathematics

education has proven effective in increasing learners’ understanding of Mathematical

concepts and involvement in the learning process”.

Furthermore, Kumar & Singh (2018), the competency-based approach aimed at

developing functional literacy and practice-oriented teaching, guiding learners to

apply their knowledge in real-life situations. In addition, this approach is based on an

action-oriented concept, encompassing ‘learning through action’ and intensifying the

requirement for learners to apply acquired knowledge in practice (Chen & Wang,

2019).

As stated by Artigas (2023), it is recommended that manipulative should be used

as much as possible to better the mathematics performance of pupils in primary

school. This points to the fact founded in a direct relationship of the Mathematical

process with necessary manipulative has been the essential to build appropriate hands-

on experiences to apply learning to new contexts. The study found significant

relevance quoting to Tjandra (2021), “The use of manipulative in Mathematics

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education has proven effective in increasing learners’ understanding of Mathematical

concepts and involvement in the learning process”.

Furthermore, Kumar & Singh (2018), the competency-based approach aimed at

developing functional literacy and practice-oriented teaching, guiding learners to

apply their knowledge in real-life situations. In addition, this approach is based on an

action-oriented concept, encompassing ‘learning through action’ and intensifying the

requirement for learners to apply acquired knowledge in practice (Chen & Wang,

2019).

Theoretical Framework

This study is anchored in John Dewey’s theory of experiential learning, which

emphasizes the principle of ‘learning by doing’. Dewey posits that meaningful

learning occurs through active engagement, practical experience, and reflective

thought. In the context of this study, his theory serves as the foundation for exploring

strategies to enhance mathematical literacy by encouraging hands-on activities and

real-world problem-solving tasks. This approach fosters critical thinking and deeper

understanding, aligning with the study’s aim to promote effective teaching and

learning practices in elementary mathematics education.

Conceptual Framework

This study emphasizes the relationship between demographic profile (Input)

and the effectiveness of teaching strategies (Process), as perceived by students, to

understand and improve academic performance in mathematics (Output). The model

helps explain how these variables interact and influence each other, contributing to a

systematic approach to enhance teaching methods and student learning outcomes.

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Demographic Teaching Strategies Academic

Profile Performance
 Differentiated
 Age  Improve
Instruction
 Gender Mathematical
 Inquiry-Based
 Grade Level Understanding
Learning
 Higher
 Collaborative
Achievement
learning
and Test Scores

 Increased

Student

Engagement

and Motivation

 Enhance

Confidence and

Self-Efficacy

Figure 1. Input-Process-Output of the Study

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Statement of the Problem

This study aims to determine the effectiveness of Enhancing Mathematical

Literacy: Strategies for Effective Teaching in Elementary Education.

Specifically, this study answers the following:

1. What is the profile of the respondents:

1.1 Age;

1.2 Gender; and

1.3 Grade Level?

2. What is the level of effectiveness in Teaching Strategies in Mathematics based on:

2.1 Differentiated Instruction

2.2 Inquiry-Based Learning; and

2.3 Collaborative Learning

3. Is there significant difference between the perception of the respondents on the

effectiveness of Teaching Strategy in mathematics when grouped according to their

profile?

Hypothesis

There is a significant effect on Mathematical Literacy of the grade school

pupils after exposing to the Teaching Strategies in mathematics.

Significant of the Study

This study will be relevant in the field of education. It will likewise show the

effectiveness of Enhancing Mathematical Literacy Strategies for Effective Teaching in

Elementary Education in Malquiades Cagasan Memorial Elementary School through

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the effectiveness of Teaching Strategy. Moreover, results of the study may be

significant to the following:

Pupils. Results of the study will boost the interest of the grade school pupils to

participate in class discussion.

Teachers. Results of the study will give the teachers a different effect

inTeaching Strategy wherein they will use in encouraging the pupils in discussion.

Parents. Results of the study will give parents valuable information on how

they are going impart knowledge and encourage the pupils to participates in discussion

with the effectiveness of Teaching Strategy.

Officer-In-Charge. Results of the study will give the principal an idea about

making a policy to use effective Teaching Strategy when presenting a discussion.

Future Educators. Results of the study will benefit the future educators by

giving them an idea on effective Teaching Strategy that may greatly affect the interest

of grade school pupils in participating class discussion.

Researchers. Results of the study will be helpful to the researchers since they

will provide them ideas on how to apply the effectiveness in Teaching Strategy, which

could have a positive impact on grade school pupils’ curiosity.

Scope of Limitations

The study focuses on the Enhancing Mathematical Literacy Strategies for

Effective Teaching in Elementary Education in Malquiades Cagasan Memorial

Elementary School. The subjects of the study will be the Grade 4, Grade 5, and Grade

6 pupils, that will be handle by three (3) researchers of Suriago Education Center

(SEC). This study will be conduct for the School Year 2024-2025.

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Definition of Terms

Teaching Strategy - A planned method or technique used by teachers to help students

learn effectively and achieve their academic goals.

Differentiated Instruction - A teaching approach that adjusts content, process, or

assessment to meet the diverse needs, abilities, and learning styles of students.

Inquiry-Based learning - A method where students explore questions, problems, or

scenarios to develop deeper understanding through investigation and discovery.

Collaborative Learning - An approach where student work together in groups to share

ideas, solve problem, and learn from one another.

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Chapter 2

Methodology

This chapter presents the methodology use in the study. It includes research

design, research environment, research participants, research instrument, research

procedures, gathering of data and data analysis that will be employed in the study.

Research Design

This study employed experimental research design which is a scientific method

that involves observing and describing the behavior of a subject by influencing it in

any way. It is often use as a precursor to quantitative research designs, the general

overview giving some valuable pointers as to what variables are worth testing

quantitatively and is the appropriate research design to be used in this study for this

was identified to have a single variable. Descriptive statistics are used to describe the

basic features of the data in a study. They provide simple summaries about the sample

and the measures. Together with simple graphics analysis, they form the basis of

virtually every quantitative analysis of data.

Research Environment

This study will be going to conduct in Malquiades Cagasan Memorial

Elementary School pupils. This campus is located at Brgy. Cagniog, Surigao City. In

its pursuit of achieving such aim, problems along its way are sometimes inevitable to

the extent that there will be various environmental interrelationship factors and

individual values that affect academic performance in the Malquiades Cagasan

Memorial Elementary School. Also, it is mere fact that there are students who raised

concern with

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respect to effectiveness and even difficulty of understanding with respect to teachers

in their teaching.

Research Participants

In this study the researchers determined the sample size by using Population

Mean, which is μ=N∑i=1NXi. Where Xi = each individual value in the population;

N = the total number of the population of the grade 4 to 6 pupils of Malquiades

Cagasan Memorial Elementary School, year 2024-2025, while e , stands for the margin

of error. The researchers used 0.5 as margin of error.

The target respondents in this study were the grade 4,5, and 6 of Malquiades

Cagasan Memorial Elementary School 2024-2025. The determine sample size for the

study is 91 participants. In selecting the correct participants that will represent the

whole population, the researcher used purposive sampling. In this type of sampling

technique, the researchers choose the higher level of grade school from Malquiades

Cagasan Memorial Elementary School.

Table 1. Respondents of the Study from different Grade School Level

Grade Year Level N %

After
Grade 4 37 40.66
drawing
Grade 5 24 26.37
a sample
Grade 6 30 32.97

Overall Total 91 100 of each

of the

different year level, the researchers then get the correct number of participants of each

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year level that will represent the whole population of the respective school. In this case

the

process of purposive sampling was repeated. The researchers choose the whole section

of the year level which is the Grade 4, 5, and 6.

Research Instrument

The study uses teaching strategy tools which consist of three parts. Part 1 is the

profile of the respondents as to age, gender, and grade/level. Part 2 is the teaching

strategies as to differentiated instruction, inquiry-based learning, and collaborative

learning. Part 3 is the academic performance as to improve mathematical

understanding, higher achievement and test scores, increased student engagement and

motivation, and enhance confidence and self-efficiency. Part 2 uses a Likert Scale to

measure the student’s response on a point 4-point scale such representation, Scale 1 =

Low, Scale 2 = Moderate Low, Scale 3 = moderate high and Scale 4 = High.

Research Procedures

The researchers asked permission to the assigned adviser of their study to

gather previous grades of the Grade 4 to 6 pupils of their mathematics subject. The

researchers prepared a letter to ask for permission to gather data to the pupils from the

principal of Malquiades Cagasan Memorial Elementary School. After the approval

was secured from the respective individuals, the researchers approach the assigned

teacher for the previous grades of the chosen grade/level participants.

Gathering of Data

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The proposed intervention will validate with the expert, and then after the

validation of the instrument, the researchers secure a written permit to the Principal of

Malquiades Cagasan Memorial Elementary School and Parents consent for the parents

of the pupils to inform them on the research that conducting involving their child.

After the given permission, the researchers will explain the purpose of the study to the

selected respondents and then they made sure each participant corresponds to their

criteria.

Data Analysis

The data obtained were analyze through the use of the statistical tools.

Frequency Count and Simple Percentage. The statistical tool was used to find the

percentage that was used to describe the profile of the respondents and determine the

total responses of the respondents.

Weighted Mean and Standard Deviation. This statistical tool was used to determine

the level of effectiveness in teaching strategy of mathematics subject as perceived by

the participants.

Analysis of Variance (ANOVA). This statistical tool was used to determine the

difference between the learning experiences of the participants when grouped

according to their profile.

Verbal
Scale
Interpretation
4
Strongly Agree
3
Agree
2
Disagree
1
Strongly

Disagree

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References:

https://iopscience.iop.org/article/10.1088/1742-6596/1581/1/012043/meta

https://www.academia.edu/115017094/Enhancing_Mathematical_Literacy_in_Sc

hool_Students_Strategies_for_Effective_Instruction_in_Basic_Math_Concepts_

https://www.researchgate.net/publication/

361245360_Math_Teachers'_Use_of_Modern_Teaching_Strategies_in_Distance_

Learning_in_Jordan

https://www.researchgate.net/publication/

382180304_An_Exploration_of_Collaborative_Learning_Strategy_in_Mathemati

cs_A_Psychological_Case_Study

https://www.researchgate.net/publication/380882318_Development_of_MATH-

erials_for_Teaching_Numeracy_in_Early_Childhood

https://www.researchgate.net/publication/

370005514_The_New_Way_Improve_Mathematical_Literacy_in_Elementary_Sc

hool_Ethnomathematics_Module_with_Realistic_Mathematics_Education

https://books.google.com/books?

hl=en&lr=&id=qA5EBAAAQBAJ&oi=fnd&pg=PR1&dq=effective+strategy+for
 SURIGAO EDUCATION CENTER
Km, 2, 8400 Surigao City, Philippines

+teaching+in+elementary+education+&ots=ufXItrWMMJ&sig=2lvVQs_VasOj4

-7fNTHC3cnW3S4

1. I find it easier to solve math problems when I work collaboratively with my

classmates.

☐ Strongly Agree

☐ Agree

☐ Disagree

☐ Strongly Disagree

2. Using real-life examples in math lessons helps me better understand

mathematical concepts.

☐ Strongly Agree

☐ Agree

☐ Disagree

☐ Strongly Disagree

3. Hands-on activities, like using manipulatives or visual aids, improve my ability

to solve math problems.

☐ Strongly Agree

☐ Agree

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☐ Disagree

☐ Strongly Disagree

4. When my teacher adjusts their teaching style to match my learning preference

(e.g., visual, auditory, kinesthetic), I perform better in math.

☐ Strongly Agree

☐ Agree

☐ Disagree

☐ Strongly Disagree

5. Group discussions during math lessons increase my confidence in solving

problems independently.

☐ Strongly Agree

☐ Agree

☐ Disagree

☐ Strongly Disagree

6. Assigning tasks based on students’ abilities (differentiated instruction)

improves their engagement and performance in math.

☐ Strongly Agree

☐ Agree

☐ Disagree

☐ Strongly Disagree

7. I feel confident managing a class where students have varying levels of math

proficiency.
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Km, 2, 8400 Surigao City, Philippines

☐ Strongly Agree

☐ Agree

☐ Disagree

☐ Strongly Disagree

8. Inquiry-based learning strategies help students improve their problem-solving

skills in math.

☐ Strongly Agree

☐ Agree

☐ Disagree

☐ Strongly Disagree

9. Providing teachers with additional training in innovative teaching strategies

can improve students’ academic performance in math.

☐ Strongly Agree

☐ Agree

☐ Disagree

☐ Strongly Disagree

10. I actively support my child’s learning at home when the teacher introduces

new strategies in math lessons.

☐ Strongly Agree
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Km, 2, 8400 Surigao City, Philippines

☐ Agree

☐ Disagree

☐ Strongly Disagree