Chapter I

Background of the Study

In recent years, educators, researchers, and policymakers have recognized the

pressing need for innovative approaches to teaching mathematics, especially at the
elementary level. Mathematics education is often perceived as challenging and unengaging
for students, and this perception has led to various barriers that hinder effective learning.
These barriers include difficulties retaining previously learned content, the rapid decay of
acquired knowledge, and struggles with grasping fundamental mathematical concepts (K.
Abdul Gafoor & Abidha Kurukkan, 2015). The situation is exacerbated by the presence of
elementary students who display reluctance towards mathematics, teachers who may need
adequately equipped to teach the subject effectively, and the continued reliance on outdated
teaching resources (Rahmadi, I.F. & Lavicza, Z. 2021).

These challenges pose significant obstacles to achieving quality mathematics

education in primary schools. Furthermore, the scarcity of resources in public schools has
significantly impacted the equity and accessibility of mathematics education (Ram Krishna
Panthi & Shashidhar Belbase, 2017). The growing demand for innovative methods in
elementary mathematics education is increasingly apparent. A significant number of students
face difficulties when it comes to tasks such as partitioning objects into groups of equal
quantities, counting objects within a set using both ones and tens, measuring the perimeter of
geometric shapes with appropriate tools, and visualizing and dividing sets into two equal
parts, illustrating halves.

To reinforce the notion that a substantial number of students encounter challenges

when it comes to tasks like partitioning objects into groups of equal quantities, counting
objects within a set using both ones and tens and visualizing and dividing sets into two equal
parts that illustrate halves, we can draw upon the insights of (Hodnett, B. R., MAT). Hodnett
underscores that many students need help comprehend combining two separate numbers to
form a larger quantity. This difficulty often hinders their ability to engage in basic
mathematical operations, including addition.

Hodnett suggests that employing manipulatives, such as physical objects, can be a

highly effective method for aiding students in their understanding of how to add numbers
together. By implementing this strategy, educators can provide explicit instruction to
kindergarten students, allowing them to develop essential counting skills crucial for addition.
This approach is "counting all" and "counting on." Moreover, according to (Progidy Game,
2022), incorporating math manipulatives into a lesson introduces a tactile learning experience
to your classroom, catering to the diverse preferences of various types of learners.

To emphasize the importance of incorporating math manipulatives when teaching

about measuring the perimeter of geometric shapes with suitable tools, as suggested by the
source at Bright Hub Education. It is advisable to give students access to manipulative tools
such as solid geometric shape blocks, geoboards (equipped with rubber bands), and tangram
sets when conducting lessons involving geometric figures.

By investigating the effectiveness of specific strategies and materials, we seek to shed

light on the potential pathways toward enhancing the quality and relevance of mathematics
instruction in primary schools.
Statement of the problem
This research seeks to understand the challenges faced by elementary math teachers
and, based on these insights, develop teaching aids that are user-friendly, durable, accurate,
adaptable, and innovative. These aids enhance the mathematics learning experience for
students in grades 1 and 4, ultimately improving their proficiency and enjoyment of the
subject. The primary objective of this research is to develop teaching aids that will address
the student’s learning difficulty in mathematics for grades 1 and 4. The study aims to address
the following research questions:
1. What is the student’s math learning difficulty, as perceived by the elementary math
teachers in Isabel?
2. What instructional material can be developed to help address the student's learning
difficulties?
3. What is the process and procedure in developing the instructional material that aims
to address the student’s learning difficulty in terms of :
a. Simplicity
b. Strength/durability
c. Accuracy
d. Applicability
e. Novelty

Significance of the Study

Pupils: The study acknowledges the widely recognized perception of
mathematics as challenging and unengaging. By creating innovative teaching aids and
methods, this research strives to make mathematics more accessible, enjoyable, and
comprehensible for elementary students.

Teachers: Inadequate teacher preparation can significantly hinder effective

mathematics instruction. This research intends to provide educators with user-
friendly, effective teaching aids to bolster their ability to teach mathematics more
effectively, ultimately benefiting both teachers and students.

Parents: Knowledge of innovative teaching methods empowers parents to

support their children in mathematics effectively. They can use similar approaches at
home, helping children with homework and reinforcing classroom learning.
School administrators: Knowledge of effective teaching aids and materials
can guide administrators in allocating resources to procure suitable educational
resources, technology, and materials that align with innovative approaches to
mathematics education.

Manufacturers: Research provides valuable insights into the specific needs

and challenges educators and students face in mathematics education. Manufacturers
and producers can use this information to design and develop educational products,
materials, and technology aligned with the demands of the classroom.

The study's significance lies in its potential to transform elementary mathematics

education by addressing these pressing challenges. By developing teaching aids and
exploring innovative pedagogical approaches, this research aspires to improve the quality and
relevance of mathematics instruction, thereby fostering a more engaging and effective
learning environment for elementary students.

Scope and Limitation of the Study

This study is an ongoing research that commenced under the supervision of Rodulfo
T. Aunzo, Jr. This research covers the four learning competencies:
1. Visualizes, represents, and separates objects into groups of equal quantity using concrete
objects up to 50 (e.g., ten grouped by 5s) (M1NS-IIIa-48).
2. Counts the number of objects in a given set by ones and tens (M1NS-lb2.1).
3. Measures the perimeter of any given plane figure using appropriate tools (M4ME-IIIh-49).
4. Visualizes and divides the elements of sets into two groups of equal quantities to show
halves (M1NS-IIIc-74.1).
The study focuses on innovative approaches to teaching mathematics at the elementary level.

In the following chapters, we will delve into the specifics of our research, including
the development and implementation of teaching aids tailored to these learning competencies,
their impact on learning outcomes, and the potential for these innovations to transform
mathematics education in primary schools. We will also examine the broader implications of
our findings, with the ultimate goal of contributing to the ongoing discourse on improving
mathematics education worldwide through innovative approaches.

Definition of Terms
Concrete Objects- These tangible items can be physically manipulated, used, or
represented in the learning process. In mathematics, concrete objects can include
physical things like counters, blocks, or other manipulatives.

Educational Materials- These resources, including textbooks, workbooks, digital

content, and physical objects like manipulatives, are used for teaching and learning.

Educational Technology- Using digital tools and technology, such as computers,

tablets, software, and online resources, to enhance the teaching and learning
experience.

Elementary Level- Refers to the initial stages of primary education, typically

covering students from kindergarten through grade 6 or 8, depending on the
educational system.

Equity and Accessibility- Equity refers to ensuring that all students have equal
opportunities and resources to succeed, regardless of their background or
circumstances. Accessibility involves providing educational resources and
opportunities to all, particularly those with special needs or from disadvantaged
backgrounds.
Innovative Approaches to Teaching Mathematics- Novel and creative methods,
strategies, and practices employed in the classroom to make mathematics education
more engaging, effective, and relevant for students.

Innovative Models- These are the frameworks or structured approaches that guide
the design and implementation of innovative educational practices. Examples
mentioned include Borg & Gall, ADDIE, and the 4D model.

Integration of Art Activities- The incorporation of artistic and creative activities into
teaching mathematics, aimed at making the subject more visually engaging and
relatable to students.

Learning Competencies- These are specific skills, knowledge, and abilities that
students expect to acquire and demonstrate in a particular subject or field, such as
mathematics.

Math Learning Difficulty- Students face challenges and obstacles in understanding

and mastering mathematical concepts and skills.

Mathematics Education- The teaching and learning of mathematical concepts,

principles, and skills. It encompasses all activities related to the teaching and learning
of mathematics.

Novelty- The quality of being new, unique, or innovative, often associated with fresh
and creative approaches to teaching and learning.

Pedagogical Strategies- Approaches and methods used by teachers to facilitate

learning. Innovative pedagogical strategies involve creative and unconventional
techniques to engage students and promote understanding.

Rapid Decay of Acquired Knowledge- This refers to the phenomenon where

students quickly forget or lose their acquired knowledge, often due to insufficient
reinforcement or lack of meaningful application.
References
Gafoor, K. A., & Kurukkan, A. (2015, December 21-22). Learner and Teacher Perception on
Difficulties in Learning and Teaching Mathematics: Some Implications. Paper presented at the
National Conference on Mathematics Teaching - Approaches and Challenges. Retrieved from
https://files.eric.ed.gov/fulltext/ED568368.pdf

Rahmadi, I. F. & Lavicza, Z. (2021). Pedagogical innovations in elementary mathematics

instructions: Future learning and research directions. International Journal on Social and
Education Sciences (IJonSES), 3(2), 360-378. https://doi.org/10.46328/ijonses.110

Panthi, R. K., & Belbase, S. (2017). Teaching and Learning Issues in Mathematics in the
Context of Nepal. Retrieved from https://files.eric.ed.gov/fulltext/ED573754.pdf

Hodnett, B. R., MAT, & Powell, S. R., PhD (Expert Reviewer). (n.d.). Counting with
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evidence-based-math#Research_behind_this_strategy

Prodigy Game. (2022). Using Math Manipulatives in the Classroom. Retrieved from
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Bright Hub Education. (2022). Mathematics Manipulatives for Elementary Students.

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mathematics-manipulatives-for-elementary-students/#google_vignette

Department of Education, Philippines. (2016). K to 12 Mathematics Curriculum Guide.

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Department of Education. (2022). Grade 4 Mathematics Most Essential Learning

Competencies (MELCs) for School Year 2022-2023. Retrieved from https://dcpnhs.net/wp-
content/uploads/2020/06/Mathematics-MELCs.pdf