A Picture Paints a Thousand Words: A Phenomenological Study of Misconceptions of Grade 7 Mathematics Teachers on Differentiated Instruction in the Philippines

MAGAYON, MA. VICTORIA CASTILLO; Tan, Emily B.

doi:10.20319/pijss.2018.33.9901009

Cited by 3 publications

(3 citation statements)

References 26 publications

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“…Additional material is not merely to kill the remaining time, but (is) designed to satisfy their curiosity and learn new things” (PHL 07, March 2021). Evidence suggests that modifying learning activities is one of the differentiation efforts that Filipino students enjoy (Magayon & Tan, 2016) so this response may be considered as a move to differentiating instruction for the gifted. However, the word “merely” implies that despite the best intentions, sometimes, the extra tasks can be used just to fill-up the student’s time.…”

Section: Resultsmentioning

confidence: 99%

Giftedness in Inclusive Classrooms: A Cross-Cultural Examination of Pre-Service Teachers’ Thinking in Finland, Austria, Turkey, the Philippines, and Japan

Lassila,

Hyry-Beihammer,

Kizkapan

et al. 2023

Gifted Child Quarterly

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This research examines student teachers’ thinking about teaching gifted students in an inclusive classroom context. Grounded in a narrative paradigm, we analyzed narratives from student teachers in Finland, Austria, Turkey, the Philippines, and Japan to identify solutions that they imagined in response to gifted students’ needs in an inclusive classroom. Six solution categories emerged: (a) giving gifted students more challenging or motivational tasks; (b) encouraging peer learning and having gifted students act as teaching assistants; (c) using communication in the classroom and with gifted students; (d) guiding gifted students toward learning opportunities beyond the classroom; (e) consulting colleagues, experts, parents, or principals; and (f) developing one’s own capacities as a teacher. Our findings carry implications for developing teacher education to nurture future teachers who understand the meaning of cultural contingencies and different learners’ needs to teach the gifted in inclusive classrooms.

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Section: Resultsmentioning

confidence: 99%

Giftedness in Inclusive Classrooms: A Cross-Cultural Examination of Pre-Service Teachers’ Thinking in Finland, Austria, Turkey, the Philippines, and Japan

Lassila,

Hyry-Beihammer,

Kizkapan

et al. 2023

Gifted Child Quarterly

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show abstract

“…Phenomenography focus on effects of the certain phenomenon experienced by a specific group of people in a specific context (Magayon & Tan, 2016) and less interested in individual experience it emphasizes on reflective rather than prereflective experience. Meanwhile, phenomenology is used by the researchers to surface the essence of the experiences of the respondents to a certain phenomenon (Castillo- Magayon & Tan, 2018) to develop ideas or hypotheses or to uncover trends in thoughts and opinions and dive deeper into the problem in the study (DeFranzo, 2011).…”

Section: Methodsmentioning

confidence: 99%

Led Tv in the Classroom: It’s Acceptability and Effectiveness in the Philippines

Averion¹,

Caleja²,

Zapanta³

2020

pijtel

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“…Several studies in the Philippines had cited the concerning mathematics proficiency of secondary school students (i.e. Alcantara & Abanador, 2018;Pascual & San Pedro, 2018;Galigao, 2021;Ha, 2011;Magayon & Tan, 2016;Garinganao & Bearneza, 2021;Cabuquin & Abocejo, 2023;Flores, 2019;Santos et al, 2022;Guinocor et al, 2020;Pagaran et al, 2022;Igarashi & Suryadarma, 2023;Balanquit & Ballado, 2023;Lapinid et al, 2022;Callaman & Itaas, 2020;Pecjo, 2023;Cabrella & Junsay, 2019;Valderama, 2022 ). In fact, Bernardo (2020) also cited the Netherlands-based research that Filipinos fared worst among fifty-eight countries in an assessment for Grade 4 students.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Team Assisted Individualization as a Teaching Approach

Taguinod,

Ching

2023

IJEMDS

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This study aimed to determine the effectiveness of using Team Assisted Individualization (TAI) as cooperative learning teaching approach to improve students’ mathematical cognition. A quantitative research design via experimental design using one group pretest and post-test was employed. This only concentrated on specific students’ processing speed and working memory and included 67 grade 9 students from a public school in the Philippines. The findings showed that the components of TAI were moderately effective under the placement test, effective under the teams, teaching group, student creative, team study, fact test and team score than whole class and highly effective under team recognition, Furthermore, there is a significant difference between the pre-test and post-test scores in each completed stage, and TAI approach is an effective strategy in improving the mathematical cognition of students. This study argues that TAI approach may be utilized in mathematics classrooms to improve the mathematical cognition of students. The gravity of the lessons or topics may be put into consideration to balance the learning and performances of students.

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A Picture Paints a Thousand Words: A Phenomenological Study of Misconceptions of Grade 7 Mathematics Teachers on Differentiated Instruction in the Philippines

Abstract: Abstract

Cited by 3 publications

References 26 publications

Giftedness in Inclusive Classrooms: A Cross-Cultural Examination of Pre-Service Teachers’ Thinking in Finland, Austria, Turkey, the Philippines, and Japan

Giftedness in Inclusive Classrooms: A Cross-Cultural Examination of Pre-Service Teachers’ Thinking in Finland, Austria, Turkey, the Philippines, and Japan

Led Tv in the Classroom: It’s Acceptability and Effectiveness in the Philippines

Effectiveness of Team Assisted Individualization as a Teaching Approach

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