Indigenized Domino Activity Method: Its Effectiveness on Fraction Preliminaries Skills of Blaan Pupils
Abstract
Indigenized Domino Activity method refers to the use of concrete object which is the contextualized domino as aid on visualization and games in improving Fraction Preliminaries Skills of the pupils. This study aimed to find out the effectiveness of Indigenized Domino Activity method on the fractions preliminaries skills of Grade V Blaan pupils. The study employed experimental research design specifically single subject research. It is quantitative by nature that was complemented by qualitative information. It involved forty-eight (48) subjects who were officially enrolled in Ondok Gawan Elementary School addresses during the school year 2016-2017. Test, interview, and pictorial representation were employed to gather the needed data. The statistical tools employed were frequency count, percentage rate, weighted mean, and t-test for dependent samples. The result of the study revealed that the subjects have low fraction preliminaries skills before the indigenized domino application and have high level of fraction preliminaries skills after the intervention. Therefore, indigenized domino activity method is an effective teaching intervention to improve the fraction preliminaries skills of the pupils. The study suggested that the school and teachers should indigenize the lesson activities to improve the fraction preliminaries skills of the pupils.
References
Almeda, A. et.al (2013). Addressing students’ misconceptions and developing their conceptual understanding and procedural skills on fractions using manipulative materials. Retrieved from http: //www.dlsu.edu.ph
Amato, S. (1989). The Understanding of the Concept of Fractions as Numbers by 11 years old. Retrieved from https://www.pearsonhighered.com
Amato, S.(2005). Developing students’ understanding of the concept of fractions as numbers. Retrieved from https://www.emis.de/proceedings
Arnon, I., Nesher, P., Nirenburg, R. (2001). Where fractions encounter their equivalents? Int. J. Compute. Math. Learn. 6, 167-214 https://doi.org/10.1023/A:1017998922475
Aspiras and Behr', M.J. (2008). Rational numbers, ratio and proportion. In grouws (ed) handbook and research on mathematics teaching and learning. New York: Macmillan Publishing Company: 296-333
Ball, D.L. (1992). Magical hopes: Manipulatives and the reform of math education. American Educator. Available: https://www.aft.org/sites/default/files/periodicals/ae_summer1992_ball.pdf
Banfill, J. (2009). Fraction preliminaries skills. Retrieved from http://www.aaamath.com/fra
Bellonio, J. (1969). Multi-sensory Manipulatives: Linking the abstract to the concrete. Retrieved from http://teachersinstitute.yale.edu
Belvez, V. (1990). Mathematics an appreciation. Boston: Houghton, Mifflin Co.
Black, P. and William, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan
Braswell, J. S., 2001). The national assessment of educational progress report, institute of education sciences: 5. Available: https://www.ets.org/k12/assessments/federal/naep/
Burns, M. (1992). About Teaching Mathematics: A K-8 Resource. White Plains, NY. Math Solutions Publication
Burris, A.C. (2005). Understanding the math you teach content and methods for prekindergarten through grade 4. Edition, p. 8 - 10. Available: https://www.pearson.com
Cain-Caston, M. (1996). Manipulative Queen. Journal of instructional psychology. 23(4): 270-274. Available: http://www.journalcra.com/sites/default/files/issue-pdf/14637.pdf
Cresswell JW, Plano Clark VL (2011). Designing and conducting mixed method research. 2nd Sage; Thousand Oaks, CA. Available: https://us.sagepub.com/en-us/nam/designing-and-conducting-mixed-methods-research/book241842
Dienes, Z. (1969). The role of manipulative materials in the learning of mathematical concepts. Retrieved from http://www.cehd.umn.edu
Domingo, A. C. (2004). Problem-based learning and change in students' conceptual understanding of fractions. Philippines: De La Salle University, Manila. Available: http://xsite.dlsu.edu.ph/conferences
Fennema, E. & Franke, M. (1992). Teachers’ Knowledge and Its Impact in D.A. Grouws (Ed). Handbook of research on mathematics teaching and learning. New York, Macmillan Publishing.
Gaetano, J. (2014). The effectiveness of using manipulatives to teach fractions. (Master's Thesis University of Rowan). Retrieved from rdw.rowan.edu/cigi/viewcontent
Ginsberg and Opper. (1969). Manipulative Materials. In T. Post (Ed.), Approach to modern mathematics. New York, Prentice Hall
Groff, P. (1996). Is Teaching Fractions a Waste of Time. Clearing House. Retrieved from
https://doi.org/10.1080/00098655.1996.10114308
Hill, H., Rowan, B. and Ball, D. (2005). Effects of Teachers’ mathematical Knowledge for Teaching on Student Achievement. Retrieved from http://www.umich.edu
Home School Math. (2015). Domino Activity and Fractions. Retrieved from http://www.homeschoolmath.net
Jordan, L., Miller, M., & Mercer, C. D. (1998). The effects of concrete to semi- concrete to abstract instruction in the acquisition and retention of fraction concepts and skills. Learning Disabilities. Multidisciplinary Journal
Jordan, N., Hansen, N., Fichs, L. et. al. (2013). Developmental Predictors of Fraction Concepts and Procedures. Retrieved from http://www.sciencedirect.com
Joyner, J. M. (1990). Using manipulatives successfully. Arithmetic Teacher, 38, 6-7. Retrieved from https://doi.org/10.5951/AT.38.2.0006
Jumao-as and Vigafriam, O. (2010). Development of validation manipulative materials for mathematics readiness. NDDC
Kawas. T. (2008). Investigating Dominoes. Retrieved from http://mathwire.com
Key, J. (1997). Research design in occupational education. IRB, Thesis Handbook. Retrieved from http://www.okstate.edu/ag/agedcm4h/academic
Kurt, A. (2008). Teacher Candidate’s Perceptions of Social Networks in their Pictorial Representations. Retrieved from aakurt@anadolu.edu.tr
Learners Dictionary. (1828). In Merriam-Webster Dictionary (New Edition, p.288). Springfield, Massachusetts: Merriam-Webster Inc..
Ma, L. (1999). Knowing the Teaching Elementary Math: Teachers understanding of fundamental mathematics in china and us: Mahwah, NJ. Retrieved from
https://doi.org/10.4324/9781410602589
Maher et al. (2004). Children’s different ways of thinking about fractions. Proceedings of the 18th Conference of the International Group for the Psychology of Mathematics Education.3,208-15. Available: https://www.emis.de
Marsh, R. & Cooke. (2006). “Development and validation of manipulatives and english language”. Retrieved from http://www.cast.org/ncac/Manipulatives1666.
Mcguire, K. (2004). Exploring an interdisciplinary strategy for teaching fractions to second graders. International Journal for Mathematics Teaching and Learning. Retrieved from http://www.cimt.plymouth.ac.uk/journal
McNeil & Jarvi (2007). Manipulatives work! The Educational Forum. Retrieved from https://internationalpublishers.org
Moscovici, S. (1984). The phenomenon of social representations. Cambridge University Press.
Moss, J., & Case, R. (1999). Developing Children's Understanding of the Rational Numbers: A new model and experimental curriculum. Journal of Research in Mathematics Education 30(2), 122-147. Available: https://doi.org/10.2307/749607
Moyer, P. S. (2001). Are we having fun yet? How teachers use manipulatives to teach mathematics. Educational Studies in Mathematics, 47. Retrieved from https://doi.org/10.1023/A:1014596316942
National Council of Supervisors of Mathematics. (2013). Improving student achievement in mathematics by using manipulatives with classroom instruction. Denver Inc.
New Zealand Government. (2012). Correctional study of dominoes & fractions. Retrieved from https://nzmaths.co.nz/resource/fraction-dominoes
Nickson, M. (2005). Teaching and Learning Mathematics. A guide to recent research and its applications. London: Continuum Inc.
Pennant, J. and Woodham, L. (2013). Understanding Fractions. Retrieved from https://nrich.maths.org
Piaget, J. (1971). Developmental Psychology. Retrieved from http://www.simplypsychology.org/piaget.html
Piaget, J. (1977). The role of action in the development of thinking. In Knowledge and development (pp. 17-42). Springer US. Retrieved from https://doi.org/10.1007/978-1-4684-2547-5_2
Pikelets and Lamington. (2003). NSW Department of Education and Training. Retrieved from www.curriculum supporteduc.nsw.gov.au
Ron, G. and Dreyfus, T. (2004). The Use of Models in Teaching Proof by Mathematical Induction. Retrieved from http://emis.ams.org
Ruzic, R. O’Connell. (2006). “Manipulatives” Literature review. Retrieved from http://www.cast.org/nsac/manipulatives
Sadi, A. (2007). Misconceptions in Numbers. UGRU Journal, Vol. 5. Retrieved from http://www.ugru.uaeu.ac.ae
Siegle, D. (2008). Education research basics. University of Connecticut. Retrieved from http://researchbasics.education.uconn.edu/single-subject-research/
Singer-Freeman, Karen E. "Concrete Operational Period." Encyclopedia of Human Development. Ed. Neil J. Salkind. Vol. 1. Thousand Oaks, CA: SAGE Reference, 2006. 291-292. Gale Virtual Reference Library Web. Retrieved from http://go.galegroup.com
Smith, S. (1997). Early Childhood Mathematics. USA. Allyn & Bacon Publisher
Stein, M. K. & Bovalino, J. W. (2001). Manipulatives: One Piece of the Puzzle. Mathematics Teaching In Middle School, 6(6): 356-360. Retrieved from
https://doi.org/10.5951/MTMS.6.6.0356
TIMSS Assessment. (2007) International Association for the Evaluation of Educational Achievement (IEA). Publisher: TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College. Retrieved from http://www.iea.nl/
Tooke, D.J. Hyatt, B., Leigh, M., Snyder, B. & Borda, T. (1992). Why aren’t manipulatives used in every middle school mathematics classroom? Retrieved from https://doi.org/10.1080/00940771.1992.11495172
Torio, M. (2015). Development of instructional material using algebra as a tool in problem solving. Retrieved from http://www.ijern.com/journal/2015
Uttal, V. & Scudder. V. (1997). Applied Developmental Psychology. Manipulatives as symbols: a new perspective on the use of concrete objects to teach mathematics, Volume18 (01 93-3973), P.37. Retrieved from https://doi.org/10.1016/S0193-3973(97)90013-7
Van de Walle, J., & Folk S. (2005). Elementary and middle school mathematics. Toronto, Canada, Pearson Education. Available: https://www.pearson.com/us/prek-12.html
Wearne and Kouba. (2000). Intuitive Understanding & Fractions. McGraw Hill Book Co.
Wenglinsky, H. (2000). How teaching matters: bringing the classroom back into discussions of teacher quality. Princeton, NJ: Educational Testing Service. Available: https://www.ets.org
