Keywords
IP problem-solving skills
non-routine problems
mathematical knowledge
procedural knowledge
strategic knowledge
How to Cite
Abstract
Drawing solutions to mathematics problems through converting abstract to fundamental and concrete concepts has also been a challenge for learners. Unquestionably true for Indigenous People (IP) students, especially those in mainstream education. The study focused on determining the problem-solving skill level of IP learners under an inclusive classroom setting. Specifically, it aimed to describe and compare the male and female Mangyan students’ non- routine problem-solving skill levels, focusing on strategic and mathematical knowledge and procedural understanding. This study utilized a quantitative research method employing descriptive design, specifically descriptive-comparative analysis. A total of 60 male and female indigenous students were the study respondents selected thru a stratified random sampling technique. The proponent utilized the adjusted scale of the Illinois Rubric for Mathematics (IRM) to gauge and describe the respondents’ skills in problem-solving. The results revealed that when solving non-routine problems, male IP students are better than females in analyzing and applying appropriate mathematical concepts and strategies but have the same procedural understanding. These indicate male IP students' higher exposure to real-life problems and active participation during class discussions and practice drills. Moreover, results showed those female IP students are timid and intimidated by their non -IP classmates, depriving them of enough exposure to practice problem-solving during practice drills. That is why, when teaching mathematics to IP students, especially problem-solving, teachers should give them relevant knowledge rooted from previous experiences so that they can effectively relate it when solving non-routine problems.
References
Ajai, J. T., & Imoko, B. I. (2015). Gender Differences in Mathematics Achievement and Retention Scores: A Case of Problem-Based Learning Method. International Journal of research in Education and Science, 1(1), 45-50.
Apostol, E. M. D. (2017). Problem-solving heuristics on non-routine problems of college students. American Journal of Educational Research, 5(3), 338-343.
Aydoğdu, M., & Ayaz, M. F. (2008). The importance of problem-solving in mathematics curriculum. Physical Sciences, 3(4), 538-545.
Barbu, O. C., & Beal, C. R. (2010). Effects of linguistic complexity and math difficulty on word problem solving by English learners. International Journal of Education, 2(2), 1.
Barton, L. (1997). Inclusive education: romantic, subversive or realistic?, International Journal of Inclusive Education, 1(3), 231–242.
Celebioglu, B., Yazgan, Y., & Ezentaş, R. (2010). Usage of non-routine problem-solving strategies at first-grade level. Procedia-Social and Behavioral Sciences, 2(2), 2968-2974.
DepEd Order 72, s. 2009. Inclusive Education as Strategy for Increasing Participation Rate of Children, July 6, 2009. Retrieved from https://www.deped.gov.ph/2009/07/06/do -72-s-2009-inclusive-education-as-strategy-for-increasing-participation-rate-of-children/ October 21, 2019
D'Zurilla, T. J., Maydeu-Olivares, A., & Kant, G. L. (1998). Age and gender differences in social problem-solving ability. Personality and individual differences, 25(2), 241-252.
Gallagher, A. M., & De Lisi, R. (1994). Gender differences in Scholastic Aptitude Test: Mathematics problem solving among high-ability students. Journal of Educational Psychology, 86(2), 204.
Gunawan, G., Mashami, R. A., & Herayanti, l. (2020). Gender Description on Problem-Solving Skills in Chemistry Learning Using Interactive Multimedia. Journal for the Education of Gifted Young Scientists, 8(1), 571-589.
Guven, B., & Cabakcor, B. O. (2013). Factors influencing the mathematical problem-solving achievement of seventh-grade Turkish students. Learning and Individual Differences, 23, 131-137.
İncebacak, B. B., & Ersoy, E. (2016). Problem-solving skills of secondary school students.
China-USA Business Review, 15(6), 275-285.
Lane, S. (1993). The conceptual framework for the development of a mathematics performance assessment instrument. Educational Measurement: Issues and Practice, 12(2), 16-23.
Mabilangan, R. A., Limjap, A. A., & Belecina, R. R. (2011). Problem-solving strategies of high school students on non-routine problems: A case study. Alipato: A Journal of Basic Education, 5, 23-46.
Meaney, T., McMurchy-Pilkington, C., & Trinick, T. (2012). Indigenous students and the learning of mathematics. In Research in Mathematics Education in Australasia 2008-2011 (pp. 67-87). Brill Sense.
National Research Council, & Up, A. I. (2001). Helping Children Learn Mathematics. Mathematics Learning Study Committee. J. Kilpatrick, J. Swafford, and B. Findell, eds. Washington, DC: National Academy Press.
Olaniyan, A. O., Omosewo, E. O., & Nwankwo, L. I. (2015). Effect of Polya Problem-Solving Model on Senior Secondary School Students' Performance in Current Electricity. European Journal of Science and Mathematics Education, 3(1), 97-104
Özreçberoğlu, N., & Çağanağa, Ç. K. (2018). Making it count: Strategies for improving problem-solving skills in mathematics for students and teachers’ classroom management. Eurasia Journal of Mathematics, Science and Technology Education, 14(4), 1253-1261.
Pascual, L. E., & San Pedro, A. B. (2018). Post Secondary Students’ Le vel of Proficiency in Solving Real-World Problems in Mathematics. Journal of Applied Mathematics and Physics, 6(1), 198-214.
Polya, G. (1981). Mathematics discovery: On understanding, learning, and teaching problem solving (combined edition). New York: John Willey & Son.
Roos, H. (2019a). Inclusion in mathematics education: an ideology, a way of teaching, or both?. Educational Studies in Mathematics, 100(1), 25-41.
Roos, H. (2019b). The meaning (s) of inclusion in mathematics in student talk: Inclusion as a topic when students talk about learning and teaching in mathematics (Doctoral dissertation, Linnaeus University Press).
Sarra, G., Matthews, C., Ewing, B. F., & Cooper, T. (2011). Indigenous mathematics: Creating an equitable learning environment. In Two way teaching and learning: Toward culturally reflective and relevant education (pp. 172-185). Australian Council for Education Research.
Sicat, L. V., & David, M. E. D. (2011) Performance in Basic Mathematics of Indigenous Students. International Conference on Social Science and Humanity, IPEDR vol.5
Singh, P., Teoh, S. H., Cheong, T. H., Rasid, N. S. M., Kor, L. K., & Nasir, N. A. M. (2018). The use of problem-solving heuristics approach in enhancing STEM students’ development of mathematical thinking. International Electronic Journal of Mathematics Education, 13(3), 289-303.
Tohir, M. (2018). Students’ creative thinking skills in solving mathematics olympiad problems based on problem-solving Polya and Krulik-Rudnick model. Advanced Science Letters, 24(11), 8361-8364.
Warren, E., Cooper, T., & Baturo, A. (2004). Indigenous students and mathematics: Teachers' perceptions of the role of teacher aides. The Australian Journal of Indigenous Education, 33, 37-46.
What is an Inclusive Classroom? And Why is it Important? (2020, October 27). https://www.viewsonic.com/library/education/what-is-an-inclusive-classroom-and-why- is-it-important/
Zhu, Z. (2007). Gender differences in mathematical problem-solving patterns: A review of the literature. International Education Journal, 8(2), 187-203.
The copyright holder is the Innovative Technology and Management Journal, Eastern Visayas State University, Tacloban City, Philippines.