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Teachers' perceptions of teaching culturally-based mathematics curriculum units
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|Title:||Teachers' perceptions of teaching culturally-based mathematics curriculum units|
|Authors:||Velasquez, Rhoda Budomo|
|Keywords:||culturally-based mathematics curriculum|
Federated States of Micronesia
|Issue Date:||May 2014|
|Publisher:||[Honolulu] : [University of Hawaii at Manoa], [May 2014]|
|Abstract:||This study was conducted to determine the teachers' perceptions and views of teaching of culturally-based mathematics curriculum (CBMC) units in the 2 islands of Federated States of Micronesia, namely Kosrae and Yap, during the academic year 2012-2013. The Project MACIMISE funded by the National science Foundation inspired this study Specifically, this research study seeks to answer the following questions: 1. What are the teachers' attitudes and opinions about the culturally-based mathematics curriculum?|
2. How do teachers describe their experiences with teaching of mathematics using a culturally-based curriculum unit?
3. What do teachers think about the curriculum's effectiveness and ineffectiveness in their teaching of mathematics?
4. How do teachers perceive students' receptivity and attitudes towards the culturally-based mathematics curriculum?
The study used qualitative methods of research with 3 teachers in Kosrae and 2 in Yap, Federated States of Micronesia during the academic year 2012-2013.
Narrative stories of the teachers and interviews were the main instruments used to gather data for the study. These instruments were implemented after the teaching of culturally-based mathematics curriculum unit lessons.
In order to distinguish the different perceptions of the participants and understand its relationship, the data were typologically analyzed. Transcription, and organization of the data into categories, identification of emergent themes, relationships or patterns from the stories were conducted. Then, triangulation of these themes with the interview was made.
The study found out that teachers undoubtedly had positive attitude and students became interested and had positive attitudes toward CBMC. Teachers support the view that it is effective in the teaching and learning process and made a commitment to share it with others. They did note, however, that their lack of knowledge and experience with CBMC it undermined their performance in teaching the unit.
The study encourages teachers and school administrators to try and implement the use of culturally-based curriculum (CBC) to supplement instruction. Further research in students' achievement and attitudes, learning rate, retention and cost in using CBE should be conducted.
|Description:||Ph.D. University of Hawaii at Manoa 2014.|
Includes bibliographical references.
|Rights:||All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.|
|Appears in Collections:||Ph.D. - Education|
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