Teaching Practices in Mathematics and Learners’ Learned Competencies

Abstract

Teaching practices in Mathematics play a crucial role in shaping learners’ understanding of mathematical concepts. In today’s 21st-century classroom, there is an increasing demand for learners who can not think critically. The study aimed to determine the level of teachers’ teaching practices in Mathematics and learners’ learned competencies. Particularly, this study sought to identify the level of teachers’ teaching practices in Mathematics; find out the level of learners’ learned competencies; and determine the significant relationship between teacher-respondents’ assessment of their teaching practices in Mathematics and learners’ learned competencies. The study involved one hundred fifty-two (152) Grade 5 teachers and three hundred six (306) Grade 5 learners selected as respondents and used a descriptive-correlational research design. The universal sampling technique was employed in this study. The instruments were patterned and modified, and the statistical treatments used were the mean, standard deviation, and Pearson Correlation. Findings revealed that the majority of the teacher-respondents assessed the teaching practices, which resulted in a level of highly practiced. The learners’ learned competency is at the level of very satisfactory. The correlation between teachers’ teaching practices and learners’ learned competency was significant; it was linear and directly proportional. The study concludes that problem-based learning and order of operations have contributed positively to students’ understanding and performance in applying the correct order of operations. It recommends that teachers should strengthen the use of concrete, representational abstract and conduct more activities on factors and multiples to further improve learners’ learned competency.