50000 =O-s—: I journal of the ippine Council of Mathematics Teacher Educators (MATHTED), Inc. ‘volume 6, number 1 May 2005 ISSN- 0118-6876Pipe Copyright 2008 by he Pippin Cuno of Matera Teacher Edgars (MATHTED, Is nero plies by the Pipie Couns of Mathmaes Teacher scars (MATHETED), we eae May and Nove ‘Aims and Scope Inerecton sims 10 provide 4 forum for research and dicusion in rathenaics eacaion iis mad forms, acloing ses uring 09 Fryclogy.srlagy, ngitce sory. compat sinc, pilsopy. an 0 {ean Thgh the ea on mater teaching ad ering in ae ‘Shoot highschool aed cllge i he Pipes we sal so publish ig (qualsy ailer teyoud thete (eg. graduate school, postolege work, imernoal sts) “Te aries published in his journal preset varity of viewpoints, should not be inert the ical poston ofthe ets or he publi [itt jour scoped. No pact of thi journal may te ‘Spaced in an orm waboat be por writen pemison of he polar [EDITORIAL BOARD orn Chie Queen NLe-Chua Associate Br: Catherine .Visvo-Ya Managing Ear: Joefina ©. Facer Board of Review: Evangeline Gol Milagros D, be, ‘nia A Lingo, Ester B Opn & ‘erin Tore [MATHTED BOARD OF DIRECTORS ‘cel, Masina LSU Manila ‘case Na, Conepeion ADMU sereary ‘elas Peay Ma Loa N, ADM serery ‘olla, Evagsine PNU he, Miagres D. Miriam Collere Tse Chon, sent N. ADM Linjo, Auten A DSU: Manila Tons Cai, PSC Mindanao Pina, Does MSU Maro ley Slee A. UP NISMED. ese ‘Faro, Cuiny, ADM, pst INTERSECTION, 2005, 6) From the Editor ‘Non-Routine Problem Solving. Queena N. Lee-Chua ‘Ateneo de Manila University Why study math at all? Ths i @ question which concerns many stodemts and indeed, math-phoic teacher). Aer this question comes ‘he oftepeated rejoinder, “Anyway, 1am not going 10 be a nateniian What is genenily overlooked in our esthungry society is that ‘edeaion used to be for ts own sake—learing forthe pu joy of ‘equiring Anowledge, mental gymnastics performed not 10 Salsfy ‘ultarian parposes but to refine human development int most sublime form, ln this dy and age, edition for is own sake i of course no Tongecel for want of better era pracical, and iba ht hat ‘we ot school totmin fra tre career. Sos then comet that math specially problem solving, should be tyght oly 10 those who wil ‘become fate mathematicians? ‘But problems abound in diy life, nd aside from emation or humor, we Filipinos are net exacly experts in dang with them. Non routine problem solving forces ws to evaluate problems from varus Perspectives, ty different approaches, and most importanly Harn to focus and stay wit dificult tasks, Math may be te est ideal schoo ‘subject train our youth in thirst, and for that purpose alone, rath problem solving is indispensable in any cucu, In this issue Leopoldo Latet Jr and Auxencia Limjap detail an ‘exploatiry investigation of heuriis wed by high péforming seaior Students in problem solving. In abstracted form, Edith Yap-Sillorequez tnd Consuelo Pintacsi Sacro dicuss the combinations of insrtonal Srategies and consrvctvst teaching, respectively, and thi effects on "udent problem-rolving performance Me. Vicia Caridad talks about» ‘ferent nd of peblemeaching rath to Timited-English proficient ‘sents Welcome to Intersection2 INTERSECTION, 2008, 6(1), 2-22 An Exploratory Investigation of the Problem-Solving Heuristics of High-Performing Senior Students Leopoldo B. Laset, Jr. University ofthe Philippines Rural High School, Los Baios Auxencia A. Linjap De La Salle Univesity ~ Manila A. major gal of he Usivesty ofthe Phiipics Ral High Schet (UPRHS) Matemates Deparment to romete the development fe etl Se aac nn sls among ens Reseach shwed that higher Sede inking Sis ae enhaoed whem Soest ae nese re ie, om Fete problems that low th o apply wide variety of ole Sling Satin Ths tay ives he poem solving sls ad sae a 8 LUPRIS ser sens wo Bog tte ghd ou. Rest showed dh the prob solving proces of he stants ws onset withthe Problem Soleing Model and the proten-sclving huis ‘of the students for he noprouine protien wee varied. While thy were ‘lind wwe tbe gts rch the we of orate oped o te ofer stapes to access save he poten. The suxesful poles Solvers ied Make a Mode ee Darn” ad “Oues, Check aed Revie” SO ltt time. Based oe the sponse othe 10 moe routine eb al he Sent poseasahigh evel of experi in problem solving. Most thm were ‘leo refit onthe reasonableness of her avery, id env ons "ey fled o get an nwa sing vious stg, and exh al posible Stuns indepth bt tomer ‘The rehs have impcton an tow problem saving actives can suru te ciel sed nail Gunkng sl of sadn The nor one rable ovolving lean real fe stanton pomp he tet eg ‘ihe tak, ree el own algeria pla el own soluans Introduction ‘The Universiy of the Philippines Rural High School (UPRHS) Mathemutis Deptt has been running both Advanced Mah and Regular Math Programs withthe goal to eliminate the disadvantageous PROBLEM-SOLVING 3 fect of mixed ability grouping i the learning proces of the students Incollaboration wth the UPRHS Math Club, ALGEOTRICS, i cartes ‘ut the Peer Tutorial Program to Help those in the low-sbity group improve their performance However, even withthe aforementioned programs, the rest of he Mathematics subtest athe receat simulation Othe Univer ofthe Philipines Colle Admissions Test showed tht the mean sore ofthe UUPRHS senior students was below SOS of the perfect score. Consleing that mos ofthe items inthe sub-est were applicuion problens the LUPRHS Math faculty were alsemed by the problem solving performance ofthe senior stents As an wlonomous instation of the University of the Philippines, UPRHS can initiate its own curiculum changes. Before any ‘modification can be implemented thoog, i i appropriate to condact Some classroom-based research fo back‘ any claim for changcs. This study a8 condocted to investigate the problem-solving skill and Strategies ofthe students of UPRHS belonging tothe high ability group, in an attempt to gain some wsefl insights om how to. go about the urculum improvement in mathematics. Furthermore his tly i conducted withthe bei thatthe main reason for sient to learn mathemutee ifr them to become beter [problem solvers mall aspects of fe Ther isa growing concer amen, ‘athemalics educator that many stadene lea schol mathematics for U1 years or more but are then completely unable to tansfer the ‘nowledge they gain 0 otber school stations, o we this mathematics in practical stations outside the clasroom contest (Boae, 1958). ‘Boar (1998) concluded in his research that the traditional textbook approach that emphasizes computation, rules, and procedres, a the expense of depth of understanding, is disadvantageous to students, ‘Primarily beste it resus to inert kaowledge aa encourgesleing {hats inflexile, school bound, and of ited we Mathematical tasks with 2 stong conection 10 today’s workplace cal for students Yo use procedures different from the wstal textbook alortims suchas the use of formblas. Instead these tasks ‘raw on one's ination, logical easing, ability to estimate, rowed4 LASET & LIMIAP of recunon, merical approximations, exploratory dats analysis and "atta Pypethesis esting (Dossey, 2000) Sch poblems are reais, ‘thn, and vepresenttive of the el wold. However, they can also be {quite deen fom what one sees inthe examinations. piven © high SShool stifens. Kis important to requie students 10 solve authentic [robere in context o allow them to apply muliple sills apd Sratepes to resb ie situations (Applegate and Montague, 2000) ‘Tomake an impact om hgh school student Hives, we must move beyond the type! textbook exercises ito cones that rome ard ‘motivate student thinking. tis time to have a paradigm shift in ‘mathematics insrution to mike leaming. for all students more ‘meaningful apd attainable. This study testo reveal that stodens an fmploy varius problemsolviag stuegies even without formal Tastrution, if given the chance 10 engage in solving, non-routine ‘oben (RP) ‘On Problem Solving Heuristics Problem solving requires both vigilant monitoring and Aexibity. When solving problems, the approach shifts coatimally depending on one's poston relative to the desied goals. These goals my. change and. tay be superseded by new snd beter goal “Mathemais teachers and tudents alike oftes feel commited toa chosen "tategy and contin to apply that statepy even iit leads nowhere In ‘order to improve problesolving Skil, one ust be armed with several ‘roblm-solvng heuristcs and expose himself or herself oa wide array ‘f non-ouine poblens ‘There are many problems that may be considered dificl i attacked by sting up a series of eqtation, but gute simple when tacked by problem Solving stuteges suchas looking for 4 pattem, Growing a diagram, making ab organized "Ist and. So. on (MATHCOUNTS Foundation, 1999), To Poly, strategies, which be alld beursies, were things to try that the problem solver could {uaranice would role the problem, but sincerely hoped they would (as ‘ted by New Zealand Math Ministry of Education, 2072). PROBLEM-SOLVING — 5 “The model wsed to investigate the problem solving heuristics of six senor students when confronted with non-routine problems (NRP) is depted fom Klik and Rudnick (1996, 4). The stdy explored how ‘hey manifest the five sages of problem solving found inthe mode in Figure 1, and loked into te problem solving sages tht thy employed, ao, Cras, liso, Matk Cro, and Shona belong othe upper 10% of the grating batch. Since they have oustanding overall academic performance and mathematics perfomance 28 wel they were purposely chosen forthe sad. To exploe their problem solving Touristic, they were asked #9 answer 10 noa-routine problems, wee jourals of sr problem solving experiences, and paiipate i Tocused rou interviews daring the vestigation. ‘The 10 non-routine problems varied in nature, difcuy, and complexity. The student’ problem-solving strategies were elsif as follows Compute or Simplify (C5) involves a sraightforward apphtion ‘of ethmetic rales, order of operations Use a Formula (P) involves Substituting values into a formata ot selecting the proper formula to use & Make Moe!"or Diagram (MD) uses objets, drawings oF etches acting ot writing an equation, 44. Make a "Table, Char, or List (TCL) consists of organizing the dats by making a table, char, graph, ois. Guess, Check, and Revise (GCR) consists of making a reasonable ues, checking the guess, and evising the guess if necessary Compote or Simplify (CS) involves a straightforward aplication of aztmetic rales, ofder of operations Compute or Sinpliy (CS) avolve a srightforward application of athetic rules, order of operations 1 Use Formula (F) involves substiing values ito frmala or selecting the proper formal to use i. Make a Model or Diagram (MD) wes objects, drawings or sketches, cing ot, weting am equation 4. Compute or Simplify (CS) involves staighforward application of athetic rales, order of operations6 LASET & LIMIAP oblem Solving Model (adapted from Keullk and scenes =) = Le LC) ee ate ope Se aes fe i tr = sem See a ae = sae Waele ffs Sie van ff | = Sia | verges | Se Sm | sce | Se = |= inca |] z tate ti PROBLEM-SOLVING 7 Comput or Simplify (CS) involves a straightforward aplication of athnetic rules, order of operations, 1 Use Formula (F) svolve sting wales into a forma or selecting the pope formula to use. vm. Make a Model oe Diagram (MD) wes objects, drawings or sketches, sting ot, writing an eguation 1 Make a Table, Char, or List (TCL) cosiss of organising the data by making able chat, graph, ols. ©. Gues, Check, ad Revise (GCR) consis of making a reasonable gues, checking the gues, and revising the guess neces Consider impler Case (SC) icles rewording the problem, sing smaller numbers, sing a more faiiar problem sting Simpler problems, of working 44 Bliminate () consists of eliminating possible solutions based upon information presented inthe problem or elimination oficoeect, Look for Patems (LP) involves recognizing «pater then extending the pate ofind a Slatin. ‘The problem solving skills ofthe students were analyzed as composed of tte conpoaets (NCTM, 191): Conceptual Understanding inches the ability to interpret the problem and slat appoprate concepts and information (0 $pply a srateyy for solution. Evidence x communicated tough raking connections between the problem situation, relevant Information, appeopise mathematical concepts and logiaeatonble responses b. Procedural Knowledge deals with the students. ability to ‘demonstrate appropriate use of eget Evidence includes the ‘verifying and justyng ofa procedure using concrete models or the modifying of procedures fo deal wth factors inert inthe problem. Problem Solsng Strategies, sch a those enumerated above, were employed ty the stdents ar they solved the non-routine problems.8 LASET & LIMIAP “The concepts! undertaning of sens was asec in terms ‘oftheir ability to make fll se ofthe information of the problem, extract the essence of the problem, and wanlate the problem into appropriate mathematical conceps. The appropriateness ofthe procedures used by the students was arsessed in terms of thee ability to cary oot the processes and procedures corety, and the accuracy and precision of thet solos. ‘The conceptual undertanding and procera knowledge of the scents were classified as Proficient (P), Apprentice (A), and Novice (GN). The following point system wa uilzed: 5 poms for Proficient, 3 points for Appreatice and 1 pot for Nove. A score of was assigned {oa work tat exceed the eta for 8 score of but did not meet ‘iter fora score of 3. Similarly, x score of # was ssgned toa work ‘hat exceded the eeria Fora sate of 3, but di not met the criteria or ‘score ofS ‘The three problem solving Sessions were conducted outside the las hous. The students wrote heir esponses onthe worksheets forthe 10 non-oatine problems and wrote joumals abut thei nsighs, which were collected later for analysis. Focused group inleriews were Conducted sgh afer each problem solving session, “The esearch paradigm isilstrated in Figure 2 Problem Solving Skis of the Students “able | shows the eel of conceptual understanding, procedural knowledge, and problem solving sls exhibited in all 10 non-routine probleme of the selected snie students Alison obtained a perfect core SF 130 points tom the 10 problems, followed by Crarks, Carlo and Mark. They are evaluated as expert problems solvers. Pao and Jona are valued 5 high tanstional problem solves. Esch stdest employed at last five problem-solving strategies ‘on the 10 non-routine problems. All he eight possible problem-solving Satgies were used at least once to salve the 10 non-routine problens, Make'a Model (MD) tsing the mot frequctly used strategy. Some of the problems were solved using a combination f two or tee statis. PROBLEM-SOLVING 9 Figure 2 Research Paradigm Session 1 Session 2 Session 3 Legend: NRP- non-routine problem JW- journal weting ‘The problemsolving strategies of the students were compared Basod onthe solutions ofthe students, 4 problenrsolving satay could ‘be employed by a student in ifferen ways depending upon the nate of| the problem. For instance, Pao utlized MD by drawing diagrams or "sketching figures in Non-Routine Problems (SRP) #3, #0, and #10, He flko used MD in NRPAI and #7 but this time, by writing equations. ‘There were also cares when students seed the same sraegy to oot tos moo ep TH 1 9 we 4 77 ‘Legend: CS —Compue or Simplify ‘GCR = Guess, Check and Revise = Use «Formal SC- Consider «Simpler Case MD ~ Make a Model E- Eliminate ‘TCL -Makea Table, Chat or List LP Look fr Patems ‘To illustrate how the six students used four diferent strategies in INRPIH, thee solutions are shown below in Figures 27. Apparenly, this problem gave the stdens an encumter with problem that can be solved in more than on way LNRPHI. The Student Government (SG) is having a fveday fund rulaer. On the frat day, Monday, the SG president called 3 students ‘She ested each of them 10 cal 3 of thir frends 1 come om Tuesday ‘andio ak each of hemo call 3 frend on Wednesday. Everyone whoIZLASET & LIMJAP was called would call 2 dierent lends themes dey. After the Friday ‘ills have been mada, how many people wll have ben called? ‘A. Conbinaton of Compute or Simplify (C8) and Look for Patems Py ‘Pao used CS in combination with LP. Ax shove i his solution in Figure 3 he wed powers ofthe and evaluated each exponential teem, He then added the rel ind the Final answer Figure 3. Pao's Solution for NRP #1 ae BE ico Die om Yd 9 AE pool bad te a3 ‘aud afi tar | . — B.CS only “hoana sed CS in NRPA I, stating ripe 3 succesivel for each day unt Tow ae added the five figures to come up wih ie inal answer. PROBLEM-SOLVING 13, ‘Figure 4. Jhoana's Solution for NRP#I ar . LPenly Carlo wed LP in NRPAI. Inthe interview, when asked if tore was pattern oc sequence found inthe problem, Carlo confit answered it was a geometric progression. In his sltion shown in Figure 5, Calo added the fest five power of thee. But unlike Pao ‘who wrote fist the five the's ase othe exponents 1 te 5, Carlo Sect wee eat uber 39,27, Been 20. gore 5, Cras Slton for NRPAL ie, (ere j 3 Fe “SOS _D Make a Mosel (MD) Allison used MD in NRW. She forgot the formula that she sual used to solve the problem o she deeded to make adigram14 LASET & LIMJAP. ofthe five-day fndase as shown in Figure 6, She wrote opposite ‘ach day the numberof persons elled, starting with three T's on “Monday nti tree 81's on Friday. She fist added every sto thee trumbers horizontally then added the corresponding sums vec Figure 6. Alsons Solution for NRP#I ‘Mark alo wd MD in NRPHT. He dew a mince dag, which tired withthe number 3 that branched ut to thee resting 09. The diagram continoed uni he came up with 243, Figure 7 Shows how he ten ad the five figures to get he total namber of peopl cal afte ive days. Figure 7. Mark's Solution for NRP#L pontag FETE ATESIEDB eed Miuie sy BI sey Poe Bei patents PROBLEM-SOLVING 15 E. Make a Table, Chat or List (TCL) Curis used TCL in NRP#I. Figure 8 shows how she consincted a table with five columns; each cola representing ‘ay beginning wih Monday Under each column, he ted tis the umber of people called by wring I's. Ar the second da, she Tistd the total numer of peopl ele each day. She then found the samo the five numer igure 8. Czarks’ Salton for NRPA Ik is noteworthy to find ta hse stdents belonging to be high bility group rely used the formula in solving problems. Table 1 {eveals that in ll the. problem-solving sesion, only one stodent Cotgorzed a expert, used the formal in only one non-routine problem. ‘These stadens one the Make and Mode (MD), and Guess, Check snd Revise (GCR) S05 ofthe time, ‘This observation show's the significant role that fnuion and visual representations pay in hamessing the problem solving abies of sfdens including the mathematically {nclned one. “The joumal wrtngs of the students showed that thei problem solving process i consistent with the Problem Solving Model in Figure 1 Consider te jours wring of Pao for NRPAL16 LASET & LIMJAP. ‘Table 3 Problem-Solving Process of Pao Tourval Writ of Pas s ema ‘sre NRPe oa Bye way te Ft anon was encountered by me na Ast pst is bur a P2e io make Fee ee yy Seaneton this previous fe Peron bmn and. id each ofthe wo persons {illite more persons Sree Inking he Tndvon heronerhar 3% problem to sie dierent becanse te problem Rebbe encunerctin here eed forthe oud Past personel. Taplow Well afirt war nervous becouse didn't Afr gating condense, snd nom wha dob Vegan he was able to grasp the Play !oanderstand the prablen_eseneo the probism slop By the way, Tooke or Think See ee hater, Hews CS and LP Gee Swategy “exponent @add he resul!” Figure3), mala a Find an The only taigy tat Tlnow le was ale wo exhibit ‘ais problem's wing proper se ofthe Answer eiponens and few adding mulhematical process 1 get the result the answer Tink thar ae areal more effective was to solve the problem bu my Pao reflected onthe Refieet bowledge hast expanded — strategies he used andthe more yet sol wil tay more, possiblity that there could and Think har my answer was beabeterseategy- He [Extend reaionable one dit talked aboot the “answered the question. ——_reasorablenes of his Before doing the problem, answer. {Falrnerous Afer hee, 1 ill elt nervous because PROBLEM-SOLVING 17 Tere are wore exams 0 do but enjoyed i ‘The students hepan the problem solving process by reaing and thinking abou the problem. Then they explored the conditions and planned how to solve the preblem. They chose a strategy or a ombiration of two or mote sages in oder to get answer. Once they fund an answer they refeted on thee solutions. They went back to-any ofthe previous stages if nocensry. Ths excerpt of ura ‘eriten by Pao in Table 3 shows his prolemsalvingHewrisis and how ‘he exhibited the problem solving mode in Fig ‘The joumas of the students abo revealed how these students regulate thei own learing by reflecting on the whole problem solving process andthe reasonableness of heir answers. These students are ale {o understand the given problam and recognize the essence of the problem They ae able 10 make comet choices of solution sags nd even consider allemative stteges aside fom the ones that alead) ‘wosked out. They ate able to regulate ter problem-solving task 8) {eying ot different states thee it atterpt at solving the problem ‘snot successful. They have the ques ofan expen problem slvr. An example ofan attempt 0 find alternative solution when the fies emp i usuceesfl is found in Allison's werksbet for NRD#S Allison wrote a sytem of equations. As shown in Figure 8, she tried to Solve the sytem asin matics bat when se didnt secede solves ‘using the eimination method and go the croc answerISLASET & LIMJAP. Figure Allison's Solution for NRPS 4 EA uy oer me \ eatery yoo sh, SA Nae oT ERR Hee okt Rood ‘There is evidence that some students exhausted all given information and looked at all possible perspectives in err to give the best answer. The stdent were seriously engaged inthe problereslving {ask and exhibited reflective thinking as the) were going through the problem-solving process. Tei jour wring andthe group interview onfemed thir ability to reflect thir clutions. ‘Though the two Instruments, the stodets were able to acute how they thought snd felt about the problems before, during and alter solving the problems. Consider his example ofthe performance of Crark In NRPS. NRPAB: "The Rock" Taulova has his conrat up for renewal. The ‘eam has offered him a choice of thee contracts (each good for one Seaton oly) 1 P4,200000 plus P30.000 for every game he plays 2. 3,200,000 plas 60,000 for every game he plays 3. 6,000,000 with a penalty of P180,000 for every game he The season consists of 32 games. Last season, "The Rock” appeared in only 12 games because of lace surgery Ifyou were “The Rock” Teaulava, which contract would you take? What would you so? usu your answer ere are the solutions of Cearks, pls pars of her journal nd imervew regarding the above non-routine problem. PROBLEM-SOLVING 19 ‘Figure 10. Crarks’ Solution in NRPS \ Saget | yer Sree Cars Explanation woul ate contact Eas season, T war jut able lay 12 games, Ishin in ths seazon, 1 beable to play almost {ery game Because the knee surgery has done god 10m daee The conract that would give me the greatest posable income te antrct #2. Not contract #3 Because | miss just one game the Penalty wll iv me just 97.3% of he 6000.00, Inthe interview, Czas explained how Taslava could play more ‘thar 12 games [Thang games” boone Knonsider mo? Na allaro i Tawa? (How many games did you consider? That Taulava ould play?) (Co asta iniip ho po na 12. une minimus number of | {ames po na malar my. kasi ast season nga po, wl pa sung knee surgery, nakal2 sya Tapos agundergo na 50 fel ko20LASET & LIMIAP "ps tas naman psa 2. Raya mare than Tp (se though that he could play a east 12 games. Since last season, he hadn't undergone a nee surers hhewas abl play 12 games. Then at presen, because ofthe knee surgery, 1 fel that he could play mone than | 12s, So mare than 12.) inteviewer C= Coane CCzatis’ joorsl contains a! deuiled information about her ‘May mga na-encoanar nap akong pole ha ana Similar po sla sa aspect na poreko slang nagpapapil ng | Pinaka reasonable na choice ma dapat ding mapsconsder no Fisk history.” (have encousered similar problem tik this before They are similar In he aspect that exh of them required 10 Selec the most resonable choice ard risk and history should be considered.) CCearks did a thorough analysis of all applicable information ‘elated NRDAS and used hem justify hor ane, Pedagogical Implications ‘This study shows how six students fom the bigh bility group of| UPHIRS engaged in non-ouine prablem solving task. ‘The olution srtegies employed by the stodeas, the journals they wrote about the process, and their esponses to the interviews all point the enti 'd seriousness ofthe starts in solving the problems. Thes indicate how students found meaning and relevance inthe tasks. The stodets hamessed thei prior “knowledge, made “connections with thet ‘eteptons of the Word, and used thm to solve the problems that were jiven in context They ose their itition, created tee own algcitis nd planned the solutions that wee meaningful to them. "They showed PROBLEM-SOLVING 21 ‘heir eral and analytical thinking skills a they reasoned out snd justified thir answers All tese results point tothe effstivenss of sing relevant, eae problems to develop the higher order thinking Sills of students. AS the aden reflected on the tsk, they Were able {o reason cut logialy, make valid conclusions rom thet petises, cary ‘ut comet mathematical computations, rake good ests a eflct fon their problem solving process. AS they encountered unfamiliar problem situations, they were able to enhance ther problem solving Schema and hey used a wide aay of problem saving heuisics, “This study showed how important i¢ i to. muke students aniculate thee problem solving processes in journals and inferiows, ‘Ts fas implications on the assessment tat teachers can employ onthe ‘mathematical fering’ and thinking of sens, Thi shows the Significance of including a wie array of taske such 48 open ended ‘problems, multistep complex problems, ound writing, a one-on-one (oF group interviews to conmunicute problem-solving states and reasoning, Mathematics nstrction can immerse student in an environment which they find intersting ard relevant t should induce stadets to problems that lend themselves o longer, in-depth analyst diferent Tevelsof inclu! capaiiies. Consequently, marae educates should consider moving towads problem-based instruction and lenin in order to mute the thinking and reasoning Sills of the stants in any ability Tevel. Afterall, there is no question that the mathematics ‘cation of today sone shuld engage the learer in problem solving nd reasoning to foster deep understanding and wefectve thinking and repre thm fo fife long lerning. References Applegate, M. & Montague, M, (2000). Mil choo students ‘Petceptons, persistence, and performance in mathematics problem Solving Leaming Disabilites Quarterly. 293), 215-235, Bole, (1998), Open and closed mathematics: Student experiences and ‘understandings. Journal for Research in Mathematics Education 29,4162,22 LASET & LIMIAP Candela, MAL & Linjap, A.A. (2002). Probler-solvng heuristics of ‘allege freshmen: A case analysis. Te Avia-Pavife Education Researcher 112), 199-223, Dosey, 1. (2000). Extended respons aks in intentional contexs Retived on January, 2008 fom uiaticwn.nap edhe match ‘Kuli. Rudnick, 1.8 (1996). Te new sourcebook fr teaching ‘reasoning and proiem solving in junior and senior high schoo Boston, MA: Ally and Bacon. -MATHCOUNTS Foundation (1999), Problem solving strategies. Revived oa Febrary 2004 from ‘utimatheounts.ors/Problems/raesies him ational Connell of Teachers of Mathematics (1991), Professional ‘standards for reaching mathematics. Richmond, Virginia: Autor ‘New Zealand Math Minis of Eduction (2002), Problem solving “arategies. Reteved on March 200 from pthc nema co.n/PUafo Sree hm Ralston, A. & Willoughby, SS. (1997) Realise problem formulation and problem solving. The Mathemais Teacher 90, $3034, ‘Schoenfeld, AH. (1992). Learning think matheraticall: Problem solving. metacognition and sense making in mathematics. In DA. (Grouws (4) Handbook of Research on Mathematics Teaching and “Learning, NYMacmilan. Leopoldo ase, Jr, tachés mathematics at the University of the ‘Philippines Rural High School, Los Bano. He graduated witha ‘masters degre in education, major in mathematics from De La Salle Univer. Aucencia A. Linjp i artociate professor of mathematics education at ‘De La Salle University. INTERSECTION, 2005, 6(1),23-32 23, ‘Teaching Mathematics to Limited-English Proficient Students, ‘Marla VietoriaB. Caridad Cagayan National High School ‘A considerable numberof stems in ou pale sols one ony lied Eaglsh pets. ich party makes tem perf pool ‘nati, ice the med of nso nthe lm an the eso ‘sed we moulin Eng nhs ppt sone sas dling With is the Cagayan rpm. The rol ofthe face, the soo, a he pres at ‘Sirsumty ae dete Introduction Limited-Eglsh proficiency (LEP) students ae defined as thse who perform inthe bottom one-half to one-quarter on test that nase the Knowledge ofthe Enetish langvage (Lockwood, 1994-2004). Through the Bilingual Edocaton Actin the US in 1968, these students are often ‘rovided with insetion in the public schools that supplements or feplaces regular clasroom instruction, inching English as 2 Second ‘Language clases which rmphasie English language earning. and Long- sd sor-rm ilingulprograns that facilitate the move to the regular ‘rathematics classroom, Staats wi arin dinbilites eto language, who ar staging in math, generally hive average or shove average intelignce (Bley & ‘Thomtcn, 1989) Statens ae capable of learning advanced mathematics hater or net they ae Maen in English and wheter o other eacher an speak her mative language. Students who are taught math in their ative languages will transfer that knowledge to English as their language skills improve (Schwartz, 1991. Shor and Spanos (1989) rmemioned tat often. cur muliingual students have some bility in ‘mathematics, but they are notable to commicate that ability due limited preticiency in he second language (English. LEP students in this paper eefer tothe public high school students ‘who lve in ara areas, nearby Barangays fo our isittion CagayanINTERSECTION ‘Mathematics Teaching and Learning ‘An Official Journal ofthe Philippine Council ot Mathematics Teacher Educators (MATHTED), Ine. ‘Volume 6, Number 1 May 2005 Contents | From he Bator: Non-Routne Problem Solving (Queena N. Lee-Chua 2 An Exploratory Investigation ofthe Problem-Solving Heuristics of| ‘igy-Perfrming Senior Stdents Leopoldo B Late Jr Auxencia A. Liniop 23 Teaching Mathematics to Limied-English Proficient Students Mara Victoria B. Caridad Disseration Abstracts 133. Combinations of Insrustiona Strtegies: Eiets on Stat [Leaming of Mathematics Conceps Edith Yop Silorequez 35 Constructivist Teaching: Effects on Studem Problem-Solving Stutegis and Performance in Stason Consuelo Pincacas Sacro 36 A Validation of the Van Hile Levels of Thinking Leaning igh School Geometry ‘Adelina Cabonting Efe 39 Protictors of Achievement in Calle Algebra Floventina D. Monta