Conceptions of Teaching and Learning, and Approaches Used by Elementary Mathematics Teachers

Gerardo C. Paghid, Rotacio S. Gravoso


The student generally aimed to ascertain conception to teaching and learning, and approaches to teaching mathematics among the elementary mathematics teacher in Biliran Division. A total of 253 teachers - Respondent from randomly sampled school and districts in Biliran Division served as respondents. Almost all of the respondents were female (95.3%). Their ages ranged from 22-64 with a mean of 38.64 and most of them (75.1%) belong to middle age group. A big number (64.0%) had MS/MA units. Teaching experience range from less than a year to 40 years. Likewise, experience in teaching in teaching mathematics range from less than a year to 40 years. About a half had a monthly family income of 10,001-15,000. Only a few (4.7%) attended training and workshops. The rest have not attended training and workshops. The eect of age on teachers' constructivist conception of teaching and learning was negative. However, the eect of the constructivist conception of teaching and learning on the teaching approaches used was positive. Respondent' participation in the learning on the teaching and workshops had positive influence on their traditional concept of teaching. Among other things, ndings of this study underscored the need for teachings' to be provided with opportunities for staff development. Likewise, institutions oering teacher training program should revise integrate learning innovation into these program.


constructivist perspective; teaching methematics; learning innovations; influences of teaching approaches


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