Abstract
The interdependence between culture and education is not new to educators anymore. Educators acknowledge the fact that culture defines and gives identity to education while education strengthens culture. Indeed, these two disciplines are inseparable and complementary. However, cultural relevance in mathematics instruction is seldom evident. This qualitative study designed lesson plans that drew upon the context of students' cultural background and experiences. Primarily, this study presented several ways on how teachers, especially those with less technological opportunities, can make use of locally-available materials. The role of the community as co-partner in the teaching and learning process was maximized when they serve as key resource persons. Interviews and observations were conducted to determine the cultural practices of a certain cultural group along with their traditional games and livelihood activities. The identified mathematical practices were examined to develop appropriate and culturally relevant lessons which were implemented to determine its effects on students' conceptual understanding, interest in Mathematics and cultural awareness. Results revealed that there is a significant difference between the performance of the students, within the considered constructs, before and after being exposed to culture-related activities. Supported with what had been reflected from the collated and analyzed students’ outputs and the manifestations during the activities and interviews, the researcher, therefore, encourages educators to become culturally responsive in instruction.
Author Information
Monira Samaupan, Bicol University, The Philippines
Paper Information
Conference: ACEID2019
Stream: Educational Research
This paper is part of the ACEID2019 Conference Proceedings (View)
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