CHAPTER I

THE PROBLEM AND ITS SETTING

This chapter presents the introduction, background of the study, statement of the
problem, hypothesis, significance of the device, definition of terms, and the scope and the
limitation.

INTRODUCTION

Mathematics is a box filled with compact knowledge, and the sad things is, only few
people has the courage to confront this subject head on. Mathematics has guided humanity on
its own journey and made the impossible things, possible. It provided ideas, set of learning,
and techniques that are significant for our daily living in our community. Mathematics is like
a rainforest, it’ll take a lot of patience, passion, time and commitment to fully comprehend,
explore or understand the capabilities of this subject. There is a common idea about
mathematics that is frozen in time, it is the belief that this subject requires a lot of knowledge
and intellect. Students nowadays still sees math as a subject that brings confusion and loss of
focus, this is brought by the tension caused by the misleading presence of numbers and
operations. The truth is, Math can be not that hard as it seems, we must remember that our
understanding moves with our own perspective. Success in understanding this subject can
help the students in their learning and absorbing its complexity much easier. People say that
Math is useless in some way, it is because we focus on what it will be its role in living. What
we don’t know is that, Math is almost everywhere, for example, our ability to count is Math,
calculating money is math, and measuring the sizes of random things is math. We spend a lot
of time studying various formulas, numbers, angles and many more but we only see it as an
obstacle on our path of success. Fighting our fear in understanding this subject will serve as
the key for the door towards a new realm of learning. Math is difficult but it is not impossible,
if we were going to look at math on a different perspective, things will be a lot easier. These
are some of the opinions and reasons of the proponents to build a Mathematical device that
can aid the students in learning and understanding Math concepts such as Geometry,
Trigonometry and Algebra. Basically, this device will serve as a tool that could make Math
easy and fun to learn. We surely hope and believe that this device can change one’s view and
can urge the person to study math on a convenient and fun way.
Background of the Study

Mathematics is the science of structure, order, and relation that has evolved from
elemental practices of counting, measuring, and describing the shaped of objects. It is a way
of describing relationships between numbers and other measurable quantities. It also allows
scientists communicate ideas using universally accepted terminology. Mathematics is the
language of Science.

Algebra is a branch of mathematics that substitute letters for numbers. It can include
real and complex numbers, matrices, and vectors. An algebraic equation represents a scale,
what is done on one side of the scale with a number is also done to the other side of the scale.

Devices are made as an instrument to use for better and easier way of solving
problems. Auxillium Discentium: A Polyfunctional Mathematical Device was constructed by
the influence of a cube with the idea that despite of its diminutive size, it will bear a vast of
amount of knowledge to be acquired by the learners. A carpenter was asked for the
construction of the device and an electrician so the ideas of the advocators and proponents
will effectively work for the device.

Statement of the Problem

This study generally seeks to determine the effectiveness of Auxilium

Discentium as a mathematical device.

Precisely, it is desired to answer the following questions:

1. What was the mean performance level of the students before the introduction of
Auxilium Discentium: A Polyfunctional Mathematical Device in solving statistics,
basic mathematics, trigonometry, algebra and geometry?
2. What was the mean performance level of the students after the introduction of
Auxilium Discentium: A Polyfunctional Mathematical Device in solving statistics,
basic mathematics, trigonometry, algebra and geometry?
3. Is there a significant difference between the performance levels of the students after
using the Auxillium Discentium: A polyfunctional Mathematical Device?
4. What is the rate of acceptance of the Auxilium Discentium: A Polyfunctional
Mathematical Device to the students?

Objectives
Hypothesis

Null Hypothesis

There is no significant difference between the students’ performance rating after the
use of Auxilium Discentium: A Polyfunctional Mathematical Device.

Alternative Hypothesis

There is a significant difference between the students’ performance rating after the
use of Auxilium Discentium: A Polyfunctional Mathematical Device.

Significance of the Device

Significance of the Study

The Auxilium Discentium: A Polyfunctional Mathematical Device will

provide the students an original and fascinating device. It will benefit the students’
mathematical knowledge and it will also help strengthen learning in class. This device as a
mathematical tool is a great strategy in introducing concepts in algebra, geometry,
trigonometry, basic mathematics and statistics. This will also serve as a learning tool
especially during review and motivation or evaluation part of the lesson to the teacher.

This device will benefit groups of people such as:

Educational Institutions. They could create and/or modify their own teaching tool
based from the polyfunctional mathematical device.

Teachers. Auxilium Discentium: A Polyfunctional Mathematical Device as an

instructional material will be a crucial route in tending to the mastery of the students.

Future researchers. This study will give motivation for the future researchers to
venture on creating and discovering effective mathematical devices.

Scope and Limitation

 This study was limited to the use of Auxilium Discentium: A Polyfunctional
Mathematical Device as mathematical device concerning the topics in Algebra,
Trigonometry, Geometry, Statistics, and Basic Math. The topic tackled in Algebra in the
device is the different formulas covering all types of sequence. In Trigonometry --- the
different angles involving trigonometry. In Geometry--- the Cartesian Coordinate Plane.
Statistics includes the Kurtosis. Lastly in Basic Mathematics---- conversion of fraction to
decimal to percentage.
CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents various reviews on related literature and studies which are
found to be related to the present study. The related literature and studies reviewed by the
researchers enable them to obtain information in their research and data gathered from various
sources provide the researchers useful materials in this research undertaking.

RELATED LITERATURE
The study in the history of mathematics is an investigation to the origin of
discoveries in mathematics to a lesser extent, in an investigation to the mathematical. Before
the modern age  and the worldwide of knowledge, the written examples of the new
mathematical developments have come to light in a few locales. From 3000 BC
the Mesopotamian states of Sumer, Akkad and Assyria, together with ancient Egypt and Ebla
began using arithmetic, algebra  and geometry for purposes of taxation, commerce, trade and
also in the field of astronomy and to formulate calendars and record time.
We may not be conscious of it but before paying tribute to legendary doctors,
engineers and businessmen, we have the mathematicians to thank for laying down the taken
for granted concept given by influential mathematician over the course of centuries.
Mathematics has played a crucial rule in developing the world as we know it today and this
effort must not go unrecognized. Here are the two famous French mathematicians along with
their accomplishment in these colossal field
The Father of modern philosophy which is Rene Descartes has been accredited his
many mathematical contribution too. His contribution to math is most commonly in the field
of analytical geometry. In his publication discourse of method, specifically it’s appendices on
La geometrie achieved milestone in compiling the history of mathematics. Moreover, the
book also introduce standard algebraic of notation, use lowercase a , b and c for known
quantities and x and Y and z for unknown quantities.
Another mathematician is Pierre de Fermat, he was a mathematician which led him
along with Rene Descartes, to become one of the two leading mathematicians of the
seventeenth century. He is famous for the factorization method named Fermat`s factorization
method and discovering a unique method for finding the greatest and smallest ordinates in
curved lines.
The Babylonians could measure angles, and are believed to have invented the
division of the circle into 360º. However, it was the Greeks who are seen as the original
pioneers of trigonometry.
 Euclid is a greek mathematician, who lived around 300 BC was an important figure in
geometry and trigonometry. He is most renowned for Euclid's Elements, a very careful study
in proving more complex geometric properties from simpler principles. Although there is
some doubt about the concepts of originality contained within Elements, they're influential in
how we think about proofs and geometry today.

The Arab Mathematicians originally chosed the terms for sine, secant and tangent
because of the segments positions of the lengths and unit in the circle.

All the six trigonometric values were originally defined by the lengths of the sides. It
wasn’t until the 16th century that Georg Joachim Rhaeticus, a Teutonic astronomer defined the
trigonometric functions as the ratios of the sides of a right triangle as we use them.
A Cartesian plane was named after the French mathematician Rene Descartes, who
formalized its use in mathematics and is defined by two perpendicular number lines the  X-
axis, which is horizontal, and the Y-axis, which is vertical. The Cartesian plane extends
infinitely in all directions. Cartesian coordinate system, geometric shapes such as curves can
be described by algebraic equations, namely equations satisfied by the coordinates of the
points lying on the shape.
The idea of this system was developed in 1637 in two writings by Descartes. In part
two of his Discourse on Method, Descartes introduces the new idea of specifying the position
of a point or object on a surface, using two intersecting axes as measuring guides.
 The kurtosis of a distribution can be classified as leptokurtic, mesokurtic, or
platykurtic. Leptokurtic distributions are variable distributions with wide tails and have
positive kurtosis. In contrast, platykurtic distributions have narrow tails and thus have
negative kurtosis, whereas mesokurtic distributions (such as the normal distribution) have a
kurtosis of zero. The kurtosis of a distribution can be classified as leptokurtic, mesokurtic, or
platykurtic. Leptokurtic distributions are variable distributions with wide tails and have
positive kurtosis. In contrast, platykurtic distributions have narrow tails and thus have
negative kurtosis, whereas mesokurtic distributions (such as the normal distribution) have a
kurtosis of zero.
Now lets go to Angles. In the 5th century they invaded England with neighbouring
tribes, Jutes,Saxons and others. They settled mainly in Northumbria and East Anglia. The
name England (Angle-land) derives from them. Angles are considered dimensionless since
they are defined as the ratio of lengths.
Algebra has been recognized as a critical milestone in students’ mathematics
learning. However, it has been noted that many students created a serious barrier in the
algebraic problem solving and formal algebraic system (Kieran 1992) Therefore, there has
been a great attention paid to addressing students’ difficulties in algebra learning. This paper
is going to review the research literature that bears on the contributions to the students’
difficulties in their algebra learning.
The word fraction actually comes from the Latin "fractio" which means to break. To
understand how fractions have developed into the form we recognise, we'll have to step back
even further in time to discover what the first number systems were like. From as early as
1800 BC, the Egyptians were writing fractions. Their number system was a base 10 idea so
they had separate symbols for 1,10,100,1000,10000,100000 and 10000000. The ancient
Egyptian writing system was all in pictures which were called hieroglyphs.
 A decimal or denar system is a numeral system that has the number ten as its base.
The term decimal is also used for a number written in this system, or for a fraction expressed
using this system.The Jewish mathematician Immanuel Bonfils used decimal fractions around
1350, anticipating Simon Stevin, but did not develop any notation to represent them. The
Persian mathematician Jamshīd al-Kāshī claimed to have discovered decimal fractions
himself in the 15th century.
The word percent comes from the Latin phrase per centum, and it means "for each
hundred." According to Cut the Knot, in 17th century Europe, the symbol o o was often used
as an abbreviation for percent. This ancient symbol has evolved into the % symbol, which is
commonly used today. For instance, 1 percent can be written as 1%, and it is the same as the
fraction 1/100. Ten percent can be written as 10%, which is the same as the fraction 10/100.
Likewise, a penny is 1 percent of a dollar, and a dime is 10 percent of a dollar.

RELATED STUDIES
Most high school curricula devote time to learning about linear functions, quadratic
and polynomial functions, exponential and logarithmic functions, and trigonometric functions
at some point.
According to Keith Weiber (October 2005) Trigonometry largely consists of
teaching techniques that can be used to supplement or replace standard instruction of the
topic. There is a broad consensus among mathematics education researchers that the goal of
mathematics courses is not only for students to memorize procedures and acquire reliable
methods for producing correct solutions on paper-and-pencil exercises; rather students should
learn mathematics with understanding. In particular, students should be able to explain why
the procedures they apply are mathematically appropriate and justify why mathematical
concepts have the properties that they do.

According to Weinhold, and Nichols (1991) The current instruction of trigonometry

is not consistent with the goals laid out in the NCTM Standards and further argued that we
need to move away from trigonometric instruction that encourages “memorisation of isolated
facts and procedures and proficiency with paper-and-pencil tests [and move towards]
programs that emphasise conceptual understanding, multiple representations and connections,
mathematical modelling, and problem-solving”
According to Moschkovich Schoenfeld, and Arcavi (1993)Their framework contains
two dimensions. The first deals with the means with which students represent functions and
the second deals with the perspective from which a function is seen and operated on. The
representations they focus on for linear functions were algebraic, graphical, and tabular
representations. They specifically consider two different perspectives: the process perspective
and the object perspective.
According to Hiebert and Lefevre (1986) Some procedures in mathematics can
operate on symbols while others operate on objects. While they are not discussing the process
and object perspectives, this supports the idea that a procedure can be in the process
perspective or the object perspective depending on how the students are using them.
Research has also documented students’ lack of precise understanding of solutions of
functions, which in turn impacts how they solve problems or integrate them. This
misunderstanding leaves many students reluctant to use graphical representations and may be
one of the reasons for their overreliance on algebraic representations.
 According to Suleyman Tek (September 2003). Euclid constructed his Geometry on
flat spaces. Euclidean geometry is based on the points, lines, Planes, angles, etc. in Rn and on
some fundamental relationships between them given by some propositions and theorems
which themselves follow some axioms. (Pythagoras’ theorem, formulas in trigonometry, etc)
to understand the nature we need to contruct geometry on spaces which are not flat.
According to Monte Verita`/ Ascona (March 2003) .Many problems in transportation
can be formulated as fixed point problems, or equivalently as a systems of nonlinear
equations, as for example multi-user equilibrium problems, and consistent anticipatory route
guidance generation. These fixed point problem are often characterized by the fact that there
is ni analytical form of the objective function the computational cost of evaluating the
function is generally high, the dimension is very large and stochasticity is present therefore
classically algorithms to solve linear systems of equation based on derivatives information or
involving line search are unlikely to be attractive in this context.
According to Jones K. (2002) Geometry is a wonderful area of mathematics to teach.
It is full of interesting problems and surprising theorems. It is open to many different
approaches. It has a long history, intimately connected with the development of mathematics.
It is integral part of our cultural experience being a vital component of numerous aspect of
life from architecture to design (in all its manifestations ). What is more geometry appeals to
our visual aesthetic and intuitive senses. As a result it can be a topic that captures the interest
of learners who may find other areas of mathematics, such as number and algebra, a source
of bewilderment and failure rather than excitement and creativity . teaching geometry well
can mean enabling more students to find success in mathematics.
According to the Saint Xavier University Masters of Arts in Teaching and Leadership
Program (December 2010) The students of the targeted fourth, sixth, and ninth grade classes
exhibited difficulties with number sense that interfered with understanding and recall of basic
math facts. Evidence for the existences of the problem included teacher observation, test
scores, and student and teacher surveys. The research participants included 42 children under
12 years old, 50 children over 12 years old and 20 teachers. During the course of this
intervention, teachers, researchers attempted to enhance students basic math skills by re-
teaching basic math skills with an emphasis on number sense using computers, calculators,
and other technological devices. The students accessed mathematical websites and software
via computers weekly. The rationale for the action research project was to enhance basic math
skills of the targeted fourth, fifth, sixth, and ninth graders.
Deficiencies in basic math skills in the classroom typically lead to inaccurate
computation that created obstacles when problem solving. After a thorough review of the
literature, three common probable causes were found to be lacked of prior knowledge,
negative attitude towards math, varied teaching methods.
Overall, targeted students in the fourth, fifth, sixth and ninth grades improved their
understanding of basic math skills by using technology. Their post intervention test scores
indicated a noticeable increase in student mastery of basic mathematics. More students earned
scores of 70% or higher when compared to the pre assessment scores.
According to Zhiqiang Liang (2008) Kurtosis is usually of interest only when dealing
with approximately symmetric distributions. Among the several alternative measures of
kurtosis that have been proposed, is one with adjusts the measurement of kurtosis to remove
the effect of skewness. There is much confusion about how kurtosis is related to the shape of
distributions. Many people have asserted that kurtosis is a measure of peakedness of
distributions, which is not strictly true. It is easy to confuse low kurtosis with high variance,
but distributions with identical kurtosis can differ in variance, and distributions with identical
variances can also differ in kurtosis.

Definition of Terms
The following term are defined conceptually and operationally to understand some of
the terminologies used in the study.

Euclidean. Coordinates to translate geometric propositions in algebraic formulas

Axioms. Used in two related but distinguishable senses
Equilibriums. A solution that does not change
Anticipatory route. To help students develop skills to support comprehensive of concepts
and terminology
Stochasticity. It is used as mathematical models of systems and phenomena that appear in
random manner
Symmetric. It is defined by measuring together.
Kurtosis. It is a measure of probability distribution of a random variable
Euclids Elements. It is a collection of definitions, postulates, propositions and mathematical
proofs of the proposition
Mesokurtic distributions. They have a kurtosis of zero
Leptokurtic distributions. These are variable distributions with wild tails and have positive
kurtosis
Platykurtic distributions. They have narrow fails and thus have negative kurtosis
Auxilium. Comes from the latin word augeō which means spread, honor or promote
Discentium. It is the present active participle of discō which means to learn, study and
practice.
Polyfunctional. Having multiple different or same functions in the same compound.
CHAPTER III
METHODOLOGY
This chapter presents the research design, the research sample, and the instrument and
its instrumentation, data gathering procedure, the application, and the procedure in making the
device.

A. DEVICE METHODOLOGY

A.1 Materials and Tools Used

A.1.1 Materials and Tools Used

 Plywood
 LED lights
 Battery
 Switch
 Paint
 Wires
 Illustration Board
 PVC pipe
A.1.2. Tools

 Saw
 Glue gun
 Glue stick
 Soldering iron
 Lead
 Plies
 Ruler
 Painting tools
 Hammer

A.2. Procedure in Making the Device

The Auxilium Discentium: A Polyfunctional Mathematical Device is physically
composed of six functional parts: Learning about the corresponding trigonometric functions,
the skewness of the kurtosis, knowing the formulas of different sequences, having knowledge
about the Cartesian Plane, knowledge about the different angles and its measurements and
learning about the conversion of decimal, fraction and percentage.

Making the Body:

1. Construct the plan of the device in a piece of plywood. The device is composed
of 6 faces: 5 faces has its own different parts and different functions.
2. After drafting the plan of the device, cut the lines and then form it to the desired
structures or shapes.
Kurtosis:
1. Layout a kurtosis pattern in a piece of a plywood.
2. Make holes to insert LED lights to the skewness then place the LED lights
according to their respective polarity, connect the wires to the negative wires of
LED lights.
3. Establish connection to its function.
4. Connect the circuit to a piece of 9V battery.

Cartesian Plane:
1. Start drilling holes.
2. Insert nails in each quadrant.
3. Place a wire with a banana plug in the middle. This will show the corresponding
value of the nail in the Cartesian plane.
4. Install LED lights and connect the wirings corresponding to the coordinates of the
Cartesian plane.
5. Connect the circuit to a 9V battery.
Gears:
1. Prepare ready made plywood gears.
2. Paint the 4 ready made plywood gears then print formulas about trigonometric
function on a sticker paper.
3. Cut the printed formulas and paste the cut out formulas on the side of the plywood
gears.
Clock:
Tubes:
1. Prepare 4 PVC pipes. The other two should be smaller compared to the others.
2. Paste the ready made conversions. Cover the printed formulas with scotch tape.
3. Make three rectangular holes on the bigger PVC pipes.
4. Slide the smaller PVC pipe inside the bigger PVC pipe.
5. Rotate the PVC pipe.

Sequences:
1. Print out formulas of different sequences then make small envelopes.
2. Cut the printed formulas then place it on the small envelopes
3. Attach the printed formulas on a yarn.
A.3. How to use the Device
The Auxilium Discentium: A Polyfunctional Mathematical Device is easy to use. The
steps are given below:

Kurtosis:
1. There are three switches in this phase. Press the switch that you desire.
2. The switch that you pressed have corresponding lights that will form kurtosis. It
also has corresponding light on the left side that has a matching definition.

Cartesian Plane:
1. Put the banana plug in the corresponding quadrant of the Cartesian Plane. The
LED light will show its corresponding coordinates.

Gears:
1. Control the rotation of the gears using the gear with value of angles which serves
as the controller to the____
Clock:
1. Put your finger to the movable arm clock (shorter one).
2. Rotate the arm clock to your desired hour number.
3. Once the arm clock touched the number (the screw beside the number), it will now
give the answer including the kind of angle and its degrees.
Tubes:
1.Rotate the PVC. There are rectangular holes that corresponds to certain conversion.
2. There are three rectangular holes. Those holes contain different conversion of
decimal, fraction and percentage.
3. Rotate the pipe then find what conversion you need.

Sequences:
1. Pull the yarn that is inside the envelope. You will se sequences on each small
envelopes.

B. RESEARCH METHODOLOGY

B.1. Evaluation
 To test the effectiveness of the Auxilium Discentium: A Polyfunctional
Mathematical Device, post-test and pre-test were given to 20 selected Senior High
School students of Mabini Colleges through random sampling.

B.2. Research Design

The proponents used the Two Groups Pre-test and Post-test Research Design.

B.3. Research Sample

The experiment was conducted at Mabini Colleges, Daet, Camarines Norte

under the supervision of the project adviser. 20 selected Senior High School students
of the said school were the research respondents. The research period was conducted
from first week of October 2018 to October 22, 2018. Facts were accumulated and
estimation treated using pre-test and post-test for paired samples.

B.4. Instrument and Instrumentation

This study starts with the formulation of the problem and constructions of the
mathematical instrument. To know the functionality and effectiveness of the device,
the proponents conducted a pre-test and post-test. The pre-test was confirmed by
Mathematics teacher of the school understudy. The post-test was made relative to the
pre-test.

B.5. Data Gathering Procedure

The method used by the proponents of this research is “Pre-test, Post-test

Method”. A sample number of students were randomly selected among the
population to undergo the test. The Pre-test was given to 20 Senior High School
students. Afterwards post-test was given relative to the pre-test. The students were
assigned with student numbers and are randomly selected to avoid bias. In order to
determine the effectiveness of the device, researchers calculated the statistical
measures such as mean, standard deviation, t-test and as well as grand weighted
mean: the computed values will evaluate the performance and effectiveness of the
device.

B.6. Data Treatment

In order to identify the differences and the relationships of the mean samples,
appropriate statistical tools for each research question were used.
The table shows the appropriate statistical tool for each questions

RESEARCH QUESTION DATA TREATMENT

R1 Mean
R2 Mean
R3 T-test for period observations
 R4 Grand weighted mean
A. To find the mean performance level of the students before and after utilizing Auxilium
Discentium: A Polyfunctional Mathematical Device mean was used.

Mean:

Mean=

Whereas,
x= Pre-test results
n= number of respondents

B. To test the effectiveness of the device, statistical tool was used. Since pre-test and post-test
were given to the selected students who were given the chance to utilize the device, the
proponents used t-test to verify the hypothesis. The ____

To get the Grand Weighted Mean (GWM):

GWM=

Whereas,
x= pretest mean
n= total number of items