AUTHORS: Debbie Marie B. Verzosa

DATE COMPLETED:

KEYWORDS: 

ABSTRACT

     This project applies the extensive research on primary mathematics education towards constructing a profile of the mathematical learning of Ateneo de Davao Grade School (Ateneo de Davao University Grade School) pupils. Specifically, it redesigns interview tasks into written assessments that can feasibly be implemented within the Ateneo de Davao University Grade School. Research instruments in this proposed study include a range of written assessments aimed to investigate the pupils’ whole number knowledge and fractional understanding.

Results on pupils’ whole number knowledge indicate relative difficulties with certain number patterns with non-canonical number representations, and with bridging through tens or hundreds. However, these difficulties largely disappear among Grade 4 and Grade 5 pupils.

As was found in many other studies, the notion of quantity fractions remains an elusive topic for Ateneo de Davao University Grade school pupils. Fraction understanding is mostly limited to partition fractions where a fraction is used to represent a part of a whole. A major difficulty is a growth in understanding of a fraction as a number. A gap between Honors and Non-Honors sections were seen among the Grade 4 pupils, and this gap widens in Grade 5.

Results from this study were initially presented to the Grade School mathematics faculty, and a follow-up in-service training was already conducted. It is hoped that this study provides a direction for future research and innovations towards better mathematical learning of the Ateneo de Davao University Grade School pupils.

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