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USING A NEW MODEL AND AN

EXPERIMENTAL CURRICULUM
TO DEVELOP THE UNDERSTANDING OF
GRADE 7 STUDENTS OF LOS BAÑOS
NATIONAL HIGH SCHOOL
OF RATIONAL NUMBERS

SP TOPIC BY:
VINCENT LAURENTE
BS MST | MATHEMATICS MAJOR
Based on the DepEd K-12 Mathematics
Curriculum Guide (2016), introduction to
rational numbers begin by the time when
students reach Grade 7

BACKGROUND OF THE STUDY


Prior to introduction of rational numbers,
the fractions, decimals and percentage
were already introduced .
(DepEd K-12 Mathematics Curriculum Guide, 2016)

BACKGROUND OF THE STUDY


Inability to master rational numbers is
usually caused by lack of
conceptual understanding
(Moss and Case, 1999)

RELATED LITERATURE
Learners often assume that the greater
the denominator the greater the amount.
Which is larger?
1 1
Even when they begin to understand
or that the denominator is a divisor, and
8 7
therefore the greater the number of pieces,
the smaller the amount.

(Fosnot & Dolk, 2002, p. 56)

RELATED LITERATURE
Approximate the rational Given the choices of 1, 2, 42, or 45,
number value of: most eighth grade students in the U. S.
19 23
chose either 42 or 45.
+
20 25
This indicates difficulties in ascribing
a. 1 meaning to the relationship between each
b. 2 part of a rational number.
c. 42
(Rakes, 2010, p. 26)
d. 45

RELATED LITERATURE
In the domain of decimals, most middle
Which is larger? school graduates assert that "large"
numbers such as 0.1814 are bigger than
0.1814 or 0.385
"small" numbers such as 0.3 or 0.385.

(Hiebert & Wearne, 1986)

RELATED LITERATURE
The objectives of the study are as follows:

1. identify the students’ misconceptions on rational


numbers;
2. employ the new model and the experimental
curriculum in teaching rational numbers;
3. assess whether students preferred it instead of
the traditional lecture strategy; and
4. compare pre-test and post-test results when the
experimental method was implemented.

OBJECTIVES OF THE STUDY


THE RATIONAL NUMBER PROGRAM

Model to use: Any visual Examples:


prop that can represent beakers, cylinders, or
quantities (percentage other number-ribbon
and ratio). models

FRAMEWORK OF THE STUDY


THE RATIONAL NUMBER PROGRAM

THE EXPERIMENTAL
CURRICULUM
A devised method of
teaching rational numbers
by Joan Moss and Robbie
Case (1999)

FRAMEWORK OF THE STUDY


(Moss and Case, 1999)
Refer to the results from the pre-test.
REVIEW THE KEEP THE SHEETS FOR
CONCEPTS OF FUTURE MISCONCEPTION
FRACTIONS, ETC. ANALYSIS

PRESENT THE
PRE-TEST SHEET
TO THE STUDENTS
The pre-test should contain items
like the examples presented earlier

METHODOLOGY
Should emphasize numerical halving Fractions, decimals, and percent
and composition strategies. should be used interchangeably.
EMPLOY THE PRESENT THE
EXPERIMENTAL RATIONAL NUMBER DATA ANALYSIS
CURRICULUM EXERCISES

DISCUSS
DECIMALS BASED POST TEST AND
ON THE ACTIVITY SURVEY

Describe decimals as distances


between two adjacent whole
numbers on the number line.

METHODOLOGY
[1] DepEd K-12 Mathematics Curriculum Guide (2016)
[2] Fosnot, C. T., & Dolk, M. (2002). Young mathematicians at work: Constructing fractions,
decimals, and percents. Portsmouth, NH: Heinemann.
[3] Hiebert, J., & Wearne, D. (1986). Procedures over concepts: The acquisition of decimal
number knowledge. In J. Hiebert (Ed.), Conceptual and procedural knowledge: The case
of mathematics (pp. 199-223). Hillsdale, NJ: Erlbaum
[4] Moss, J. Case, R. (1999). Journal for Research in Mathematics Education, Vol. 30, No. 2
(1999), pp. 122-147
[5] Rakes, C. R., Valentine, J. C., & McGatha, M. B. (2010). Methods of instructional
improvement in algebra: A systematic review and meta-analysis.

REFERENCES

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