CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter discusses the related literature and studies about strategy in teaching mathematics in

primary grades teachers in Santiago north central school.

Related literature

A. Foreign

Inappropriate Teaching Strategy in Mathematics Related Problems

Students often acquire unfavorable attitudes and concerns about mathematics because of the formula

and rules required in a mathematics session Altintas & Ilgün, (2017). At some point, a lot of pupils have

trouble understanding mathematics. As a result, when learning mathematics, people must experiment

with various learning methods. The way that students react to stimulate within the learning setting is

determined by their learning styles.

Numerous factors, including inadequate teaching and learning environments, students' poor attitudes

toward mathematics, and students' inability to relate to and understand the problem within the allotted

time frame to complete the assignment, have been implicated in this (Van Geel et al., 2019).

Teachers must comprehend the specific process of learning. People engage with their surroundings

during the learning process, which means they digest knowledge differently and need a different setting

to do so. To help people learn as much as possible, it is important to address the difficulty of creating

learning environments while planning these kinds of interactions Sighn,(2017).

According to Al-Harbi (2020,2021) one factor contributing to students' poor mathematical achievement

is that teachers continue to use outdated methods that emphasize poorer thinking abilities and fail to

connect mathematics to primary students' everyday experiences, which makes them dislike the

subject. In addition, Al-Saeed (2018), stated that inefficient classroom teaching techniques cause

students to make more mathematical errors and lack a cognitive grasp of the subject. Moreover, Al-

Shammari & Al-Arini (2019), found that 60% of the educational process is accounted for by the impact

of teachers' teaching performance on students' education. Furthermore, In the article “ Why Students

Fear From Math?” by Swati (2020) there are many factors that contribute to the development of anxiety

and nervousness for mathematics among students. One of them is the “Inappropriate Method of

Teaching.
Perceptions in Strategy in Teaching Mathematics

According to Cerezci, (2021) who examined the interactions between mathematical experiences from

the past and present as teacher candidates participate in a number of critical inquiry and reflection

activities integrated within a course on mathematics methodology. The findings show that although the

teacher candidates' attitudes on mathematics are diverse, they are frequently shaped by their own

educational experiences. Moreover, it seems that more people have had bad experiences with

mathematics than good ones. The participants were able to get fresh perspectives on teaching and

learning mathematics through opportunities for critical inquiry and reflective thinking.

According to Swars et al. (2020) this study looked into the subject knowledge and mathematical beliefs

of 103 pre-service elementary teachers enrolled in a two-course series on mathematics methods as

part of a developmental teacher preparation program. During the teacher preparation program, pre-

service teachers' pedagogical ideas shifted toward a more cognitive orientation, particularly in the two

methods courses. Throughout student teaching, pedagogical principles did not change. Throughout the

curriculum, the pre-service teachers also greatly improved their own efficacy as math teachers, with

these changes manifesting in both methods classes and student teaching. Although they had no

relationship at the start of the program, pedagogical beliefs and instructional efficacy views did have a

favorable relationship throughout. Furthermore, there was a positive correlation between the pre-

service teachers' pedagogical ideas and their specialized content knowledge in mathematics

education.

B. Local

Teaching Strategies in Mathematics

The field of primary education, particularly in the domain of mathematics, is a crucial area of focus in

the Philippines. The strategies employed by educators at this foundational level significantly impact the

mathematical proficiency of students, shaping their academic trajectory.

The Philippine education system prioritizes the development of critical thinking and problem-solving

skills, especially in the discipline of mathematics. As asserted by Semana & Santos (2018), teaching

strategies that foster inquiry and active participation are prevalent in primary mathematics education.

The goal is to shift from rote memorization to a more interactive, engaging approach that encourages

students to comprehend mathematical concepts, rather than merely calculating numbers. One of the

popular teaching strategies explored in local literature is the use of manipulatives, as advocated by
Perez (2022). Manipulatives are physical objects that students can handle and manipulate to

understand abstract mathematical concepts. They provide students with a concrete representation of

mathematical ideas, facilitating comprehension and making learning more enjoyable. This strategy is

particularly effective in the primary grades where children learn best through tactile experiences.

Another significant strategy discussed extensively in Philippine pedagogical literature is the use of local

contexts and examples to teach mathematics. According to Reyes et al. (2019), incorporating local

culture, traditions, and everyday situations into mathematics lessons makes the subject more relatable

and graspable for students. It breaks down the often intimidating abstract nature of mathematics,

making it more accessible and engaging.

Moreover, the literature also highlights the importance of collaborative learning in mathematics

education. As argued by Reyes (2019), group activities that involve problem-solving and discussions

not only enhance mathematical understanding but also foster social skills and teamwork. This strategy

aligns with the constructivist view of learning, emphasizing the social context of cognitive development.

However, despite these promising strategies, challenges persist in the implementation. Factors such as

class size, student motivation, teacher competency, and resource availability can influence the

effectiveness of the teaching strategies. As such, continuous teacher training and adequate resource

provision are crucial, as emphasized by numerous studies (Gonzalez, 2022; Mendoza, 2023).

A. Foreign Study

Competence in Teaching Mathematics

According to Mukminin (2020) a key factor in achieving high-quality learning is the instructor.

Competent instructors are portrayed as highly qualified. By comprehending non-constructivism

information in mathematics learning, teachers may become more competent. To influence students'

understanding, teachers might incorporate cultural values and local knowledge into mathematical

principles. Libiado, (2023) stated that it is the responsibility of educators to encourage, involve,

dedicate, and assist pupils in developing a favorable view of mathematics as a subject. This implies

that teachers have the primary influence over students' comprehension, recognition, and success in the

subject. The study sought to identify the teaching abilities influencing instructors' performances and

their relationship to students' mathematical performance, taking into account teachers' responsibilities

and students' accomplishment. Furthermore, Panes & Falle, (2021) showed that the teacher-
respondent is a young adult with a bachelor's degree who has taken a few courses related to educating

IP pupils.

According to Patterson et al. (2020) in addition to being able to solve mathematical puzzles, teachers

must also be able to interpret students' mathematical reasoning, comprehend the structure and

purpose of curriculum materials, and choose situations that will accentuate and inspire mathematical

concepts. In addition, Yilmaz & Argun, (2018) emphasized that the two primary parts of the skill are

comprehending and interpreting learning results. In light of this paradigm, the current study sought to

determine the learning outcome literacy of basic mathematics teachers.. The results show that

Learning Outcome Literacy is a fundamental competency of teachers that calls on them to apply their

existing knowledge and abilities.

Strategy/Methods in Teaching Mathematics

Working in small groups is often a suitable context for achieving important individual learning

outcomes. The collaboration of small groups has recently become more of an educational goal than a

tool. However, this goal is difficult to achieve and students must be taught how to learn together.The

study follows a group of six prospective teachers and their supervisor during a one-semester course.

The teacher was an accomplished math teacher who had a strong belief in what it was all about to

create a mini-culture of learning together and how to facilitate student group work in problem solving

situations. The researchers described the teacher's learning path, including the digital environment.

The results show that the students became more competent initiators of learning together before the

end of the course (Tabach and Schwarz, 2018). In Banda, (2020) study showed that mathematics and

science teachers mostly used pedagogy that actively engages students in class. In particular, they

used pedagogies such as group discussion, demonstration, question and answer, and problem-based

learning. Although there could be other more effective pedagogies that actively involve students, the

pedagogical methods chosen by student teachers are suitable for a situation where teaching and

learning resources are scarce and classes have been oversubscribed. In addition, these pedagogies

were preferred because they were easy to use and promoted good retention of knowledge by students.

In using these pedagogical methods, student teachers have faced challenges that depend on

inadequate resources and overtraining. It was also reported that classroom management was a

challenge due to over-enrolled classes. Most of the pedagogies that student teachers reported they

preferred to use but did not use are more learner-centered and keep students engaged during the

learning process.
According to Rochani (2019), Discovery Learning can: (1) Increase students’ concentration for class IX

D students. The subject of changes that occurred in one Magelang secondary school in the first

semester of the 2018/2019 academic year. This is reflected in the increase in the number of students

with good concentration from 19 students or 59.375% to 32 students or 100%; (2) Learning with the

discovery learning model can improve the learning outcomes of IX-D students in the subject of

transformation in one Magelang secondary school in the first semester of the academic year

2018/2019. This is demonstrated by the increase in the learning results of students according to the

criterion standard of the initial 5 students, i.e. 15.625 %, up to 29 students, i.e. 90.625%; (3). Learning

through the discovery learning model can increase the ability of students to focus on learning and at

the same time the learning results of students of IX D in the subject of transformation in Magelang

secondary schools in the 2018/2019 I semester. This is demonstrated by the increase in the number of

students who are fully able to concentrate from the initial state of 19 students, i.e. from 59.375% to 32

students, i.e. up to 100%, and the increase in student learning outcomes that meet the standard since

then. the initial state. Of 5 students, ie. 15.625% - 29 students, or 90.625%. In addition, Hossein-

Mohand et al. (2021) the following findings are presented regarding the Flipped Learning model,

project-based learning and play by mathematics teachers in the Autonomous City of Melilla. Despite

the many advantages of applying the Flipped learning model, project-based learning model and

gamification methods, clear indicators are not observed. Some variables have a significant positive

effect, such as the exchange of information and content through online tools (CIC), participation and

collaboration in central projects related to digital technology (PPC), and the use of educational software

in teaching mathematics. (SEA). The use of comprehensive pedagogical approaches in the classroom

(VED) was observed negatively. On the other hand, technological education did not show significant

values, except for a significant positive effect of education on creating websites.

Supports learning by getting students to explore a topic is more worth learning. Project-based learning

(PBL) is a learner-centered teaching method that aims to create opportunities for students to explore,

gather information, and think critically. Students benefit greatly from the PBL strategy by influencing

goal orientation, increasing curiosity, increasing engagement, promoting the acquisition of new

knowledge, promoting problem-solving skills, developing critical thinking, improving peer learning, and

improving communication skills. This article outlines the basic criteria of PBL and focuses on the impact

of PBL on students' mathematical achievement (Serin, 2019). Moreover, the study of Viro et al. (2020)

contributes to a better understanding of teachers' views on PBL in mathematics and science. It

explains teachers' opinions about the goals and characteristics of PBL, the applicable implementation
and implementation situation of PBL, as well as the supports and obstacles to the implementation of

PBL. Developing students' mathematical and scientific knowledge and understanding as well as 21st-

century skills was considered an important PBL goal. In addition, the development of teamwork skills

and the link between theory and practice were considered key features of PBL. PBL was considered

suitable both for controlling mathematical content and for learning new things. Several teachers in

Study A felt that the purpose of PBL is only about learning mathematics, while the 2014 Finnish Basic

Curriculum calls for the inclusion of multidisciplinary learning modules at all grade levels. In contrast, in

Study B, multidisciplinary was considered the most important goal of PBL, while development in

mathematics and science was low. In the future, the role of multidisciplinary and the development of

certain topics should be emphasized as equally important PBL goals in mathematics and natural

sciences.

Furthermore, the study of Riswari et al. (2018) concluded that the learning model of the problem-based

learning method with the demonstration method affects the problem-solving ability of students more

than without the demonstration method. This was accepted by the mean of the difference in problem

solving ability scores, the N-Gain value of the experimental class was higher than that of the control

class. In addition, there was a difference between the problem solving skills of the students of the

experimental and control class, it was seen that the score of the experimental class was higher than

that of the control class. The basic cognitive ability concept of general knowledge, general science and

the concepts of shape, pattern, size and color was successfully implemented in an interactive

multimedia application for preschool children (4-5 years) using the model of exercise and practice. This

significant evaluation result showed that the application can be helpful in sharpening their intelligence,

creativity and imagination (Kurniawan et al., 2019). Findings of the study of Sinaga et al. (2022).

indicate that students' learning outcomes have improved, indicating that the use of drilling methods can

enhance their mat skills in SD Negeri 015906 Lubuk pale.

Mathematics Resources

In the study of Marks et al. (2023) obtaining resources for the core mathematics curriculum is a

complex and lengthy process. The nature and manner of use of many curriculum resources does not

reduce but increases the burden. While teachers clearly express their satisfaction that they are doing

the right thing for their sections, and while they are sure that the materials they use - often adapted -

satisfy the needs of their children, an extraordinary number of hours are spent maintenance, creation,

and adaptation to reach this satisfactory point cannot be ignored. In addition, results of the study of
Sievert et al. (2019) show the differences in the quality of textbooks according to learning opportunities

for adaptive skills, and a significant effect of textbook quality on students' adaptive skills after three

years of study. A further interaction between levels suggests that the effect of textbook quality

increases with children's prior arithmetic knowledge.

Moreover, the findings of Russo & Russo (2020) provide quantitative evidence that Australian primary

teachers often use mathematical games in their classrooms for a variety of pedagogical practices

beyond reward or time improvement. As a longtime advocate of the benefits of games in student math

learning. 416 requires little or no materials (eg cards and dice) and has relatively simple rules (eg

Greedy Pig, Master, Buzzer). Due to the frequency of use of mathematical games and the preference

for simple games, there may be an opportunity to create a central repository and/or provide additional

professional training to strengthen the pedagogical repertoire of teachers. Ideally, these professional

resources would focus on low- input games, provide ideas on how to adapt these games to meet the

diverse needs of students, and perhaps suggest how to turn games into versatile exploratory activities

to deepen mathematical reasoning. In addition, there may be an opportunity for universities to include

more emphasis on mathematical games in their preparatory courses and in turn help maximize the

educational value of games in Australian classrooms. Preschool teachers would benefit from exploring

the role of games as a supporter of differentiation and the deepening of mathematical thinking and as a

confidence booster in the selection and modification of games (Russo et al., 2021).

B. Local

Poor Mathematics Performance

Elementary students in primary and secondary schools generally performed poorly on the NAT, with

low critical thinking, problem solving and literacy skills (Añar et al., 2023). In addition, the study of

Francisco & Caingcoy (2022) teachers were considered competent in all areas and students did not

achieve most of the qualification requirements of the curricula. Therefore, regardless of the

qualifications of the teachers, it would not significantly improve the performance of the students in the

national achievement test. Thus, teacher qualifications cannot determine student performance.

However, the findings of Capuno et al. (2019) concluded that respondents' attitudes and study habits

are important factors influencing their performance in mathematics. Furthermore, these attitudes and

study habits need to be improved to improve students' math performance. In addition, the participation

of students in school activities must be monitored and considered, because this can be another factor
that would affect the mathematical results of the respondents. Excessive exposure to these activities

can affect their performance in the field if left unchecked, as students participating in extracurricular

activities sometimes miss math lessons. Furthermore, findings of Pentang et al. (2020) concluded that

the students of Laura Vicuña Center - Palawan are in great need of a mathematical development

program and co-learning plan to address the identified problems and list the educational needs.

Teaching Strategies in Mathematics

According to Azucena et al. (2022) mathematical learning software had a favorable cognitive

and "affective" effect on students. It illustrates how GeoGebra is more effective at teaching than basic

video lessons. Through effective teaching and learning, GeoGebra software aims to support educators

in a variety of teaching methods to increase students' comprehension and confidence in mathematical

concepts. GeoGebra is a fantastic tool that helps improve the quality of learning and experiences for

students by letting them explore, represent, and generate mathematical ideas. In the midst of the

COVID-19 pandemic, effective use of GeoGebra maximizes student potential in mathematics teaching

and learning. In addition, deductive, inductive, observational, generalization, testing and verification,

and integrated teaching are some of the practical ways mathematics teachers can influence the

academic lives of students who do not find intrinsic motivation in mathematics. This is something more

that needs to be addressed and addressed better in order to improve the academic performance of

high school students in mathematics. In order for the teaching and learning process to work effectively,

there must be a unique relationship between these two separate parties - some kind of link, bond or

bridge between the teacher and the student. Understanding the diversity of students, understanding

their different learning styles, teachers are guided to design different strategies. They help students

learn more easily and thus achieve better academic results in mathematics (Cardino et al., 2020).

Moreover, the findings of Garzon and Casinillo (2021) found that block modeling as a visual tool

to effectively solve math problems and potentially develop problem solving and cognitive thinking of 7th

grade students. Thus, modeling blocks develop students' basic knowledge and understanding of word

problem solving and are an excellent aid in conveying mathematical concepts. This reinforces the

theory of constructivism because students can construct meaning to a problem using block

representations that strengthen visualization skills and facilitate information processing, making

connections, and problem solving. In addition, with this strategy, students show happiness and interest

in learning mathematical problems.

Challenges in Teaching Mathematics

problem in teaching mathematics in the mother tongue is the language, which is led by an insufficient

translation of the English term into the mother tongue. However, in the field of teaching, the biggest

problem is the transmission of content using MT as a teaching tool, while regarding teaching materials,

the delivery of teaching materials has been incomplete or delayed. In addition, it was shown that the

identified problems of language, pedagogy and learning materials are mostly described as serious

problems. furthermore, it is recommended to have knowledge of MTB-MLE teaching before becoming a

teacher (Baquiller and Abellon Jr, 2021).

Moreover, mathematics teachers have developed and used teaching materials that are very

limited for classroom use in the Department of Sorsogon. 4. Mathematics teachers had difficulties in

using the teaching materials (Mendiola and Estonanto. 2022). Furthermore, educators who are labeled

as "out of field" teachers are doing good. In relation to mathematics content management, the results

show that the results of the respondents were satisfactory, while the majority of the respondents

thought that their schools have limited resources, equipment and other learning opportunities

necessary for teaching and learning. In addition, it was found that OOF mathematics teachers used

different teaching methods, participated in professional development trainings and continuously

monitored the progress of students using different assessment strategies from carefully planned

lessons to improvised teaching materials (Lopez and Roble, 2022).

Synthesis

The reviewed related literature and studies have contributed to this study because it composed of

studies and literature that are related in strategy in teaching mathematics. Learning environment and

Inappropriate teaching methods are some of the factors that leads to a poor mathematical performance

and achievement of the learners (Altintas & Ilgün, 2017; Van Geel et al., 2019; Sighn, 2017; Al-Harbi

(2020,2021); Al-Saeed, 2018; Al-Shammari & Al-Arini, 2019; & Swati, 2020). Group discussion,

Demonstration, Question and Answer, Problem-Based Learning, Discovery Learning, Flipped Learning

model, Project-Based Learning ,Gamification Methods, Problem-Based Learning Method with the

Demonstration Method, Interactive Multimedia Application , and Drill Method are the common teaching

strategies used by the primary teachers in teaching mathematics outside the country (Tabach &

Schwarz, 2018; Banda et al. nd; Rochani, 2019; Hossein-Mohand et al., 2021; Serin, 2019; Viro et al.,

2020; Riswati et al., 2018; Kurniawan et al., 2019; &S inaga et al., 2022).
In foreign literature it was emphasized that Inappropriate method of teaching is one of the main factors

that leads to the poor mathematical performance of the students (Altintas & Ilgün, 2017; Van Geel et

al., 2019; Sighn, 2017; Al-Harbi (2020,2021); Al-Saeed, 2018; Al-Shammari & Al-Arini, 2019; and

Swati, 2020). While in local study, it was highlighted that teacher qualifications cannot determine

student performance but the students' attitudes and study habits are the important factors that

influence their performance in mathematics (Francisco & Caingcoy, 2022; & Capuno et al., 2019).

In the Philippines, some of the useful teaching strategies in teaching mathematics are: The use of

manipulatives, The use of Local Contexts and Examples, Collaborative Learning, Deductive, Inductive,

Observational, Generalization, Testing and Verification, integrated teaching, and Block Modeling.

(Perez ,2020; Dela Cruz 2019; Reyes 2021; Cardino et al., 2020; & Garzon and Casinillo, 2021).

However, despite these promising strategies, challenges persist in the implementation. Factors such as

class size, student motivation, teacher competency, problem in language and pedagogy, and resource

availability can influence the effectiveness of the teaching strategies (Gonzalez, 2022; Mendoza, 2023;

Baquiller and Abellon Jr, 2021; Mendiola and Estonanto. 2022; & Lopez & Roble, 2022)