Exploring practices of grade 6 public and private elementary teachers in select topics in Mathematics / [manuscript] Maria Jamila Q. Esteban

Thesis (MAEd-MATH) BPSU, 2020.

The implementation of the K-12 curriculum through the passage of the 2013 Enhanced Basic Education Act paved the way for some notable changes in how to deliver Mathematics education specifically at the elementary level. K-6 Mathematics is a subject of skills which provides a solid foundation for grade 7 to 10 Mathematics, and eventually grades 11 and 12. This multiple case study aims to explore how teachers in public and private elementary schools in the province of Bataan teach select topics in Grade 6 Mathematics during School Year 2019-2020. The participants of the study were twelve (12) Grade 6 Mathematics teachers in both public and private elementary schools who were selected using purposive sampling. Data triangulation which includes in-depth interviews, direct observation and analysis of pertinent documents like the daily lesson logs and the actual instructional materials were utilized. In analyzing the data, cross-case analysis (Patton, 1990) was performed in order to look for and identify patterns that were similar and different across the 12 cases with respect to the best practices in teaching Grade 6 Mathematics. In ensuring the trustworthiness of the study, credibility, dependability, authenticity and confirming were guaranteed. The principles of justice, beneficence and respect for person were likewise upheld. Based on the findings of the data, the biggest problems faced by the teachers were boredom, low comprehension and retention of learning of the pupils and the insufficiencies of the new K to 12 curriculum. Majority had innovative practices on instructional materials, teaching strategies and assessment and evaluation of learning while the best practices of vi these teachers included figuration through art in math activities; using SIM (Strategic Intervention Materials) to trim; utilizing models and mock-up as backup; localization of topics in mathematics; using audio-visual materials for presentation; game-based activities for the win; role playing while learning; learning math in the company of others; and drill and practice until perfection. The findings of the present study had implications in changing the way Grade 6 Mathematics is taught in both private and public elementary schools.