TEACHING ESSENTIAL MATHEMATICAL SKILLS: BASIS FOR ACTION PLAN TO ADDRESS PROBLEMS ENCOUNTERED IN THE NEW NORMAL
Keywords:
Addition of Fractions, Basic Concepts of Decimals, Division of Whole Numbers, Essential Mathematical Skills, Exercises for Practice, Feedback, Instruction, Learning Assessment, Multiplication of Whole Numbers, New Normal, Samples and Applications, Subtraction of FractionsAbstract
The study aimed to look into the teaching of essential mathematical skills in the new normal to Grade 4 pupils in public elementary schools in Cavinti District, Division of Laguna and to form the basis for a plan to address the problems encountered by Grade 4 mathematics teachers.
Specifically, it sought answers to the following questions: 1. the level of the problems encountered in the new normal in terms of Provision of Instruction, Samples and Applications, Exercises for Practice, Learning Assessment and Feedback; 2. the level of teaching Essential Mathematics Skills in terms of Multiplication of Whole Numbers, Division of Whole Numbers, Addition of Fractions, Subtraction of Fractions, and Basic Concepts of Decimals; 3. Is there a significant relationship between the problems encountered in the new normal and teaching essential mathematical skills; 4. What plan of action may be proposed to address the problems encountered by Grade 4 mathematics teachers in teaching essential mathematical skills in the new normal?
The level of problems encountered in the new normal in terms of provision of instruction, samples and applications, exercise for practice, learning assessment and feedback as rated by Grade 4 mathematics teachers were high. On the other hand, the level of teaching essential mathematics skills in terms of multiplication and division of whole numbers, addition and subtraction of fractions and basic concepts of decimals were moderate as rated by Grade 4 math teachers.
There is no significant relationship on the level of problems encountered by the teachers and the teaching of essential mathematics skills as rated by Grade 4 math teachers except for the exercises for practice in terms of division of whole numbers which showed significant relationship. This called for the partially acceptance of hypothesis which incited that there was no significant relationship between the two.
It is highly recommended that the Grade 4 math teachers may consider the possible implementation of the plan of action that the researcher hereby proposed to address the problems encountered by Grade 4 math teachers in teaching essential mathematical skills in the new normal.
