Interdisciplinary Contextualization, Students’ Conceptual Understanding and Achievement in Mathematics

• Main Author: Aquilesca, Charlene A.
• Format: text
• Published: Animo Repository 2024
• Subjects: interdisciplinary; contextualization; conceptual understanding; achievement in mathematics
• Online Access: https://animorepository.dlsu.edu.ph/conf_archers/2023/paper_grow/2; https://animorepository.dlsu.edu.ph/context/conf_archers/article/1018/viewcontent/ARCHERS_Aquilesca_formatted.docx.pdf
• Institution: De La Salle University

The low level of understanding in mathematics has become a significant concern in the country. The Common Core Standards in Mathematics emphasize the importance of conceptual understanding as a key component of mathematical expertise. Moltz (2010) identified interdisciplinary contextualization as one of the features of the K to 12 Curriculum, viewing it as a form of deep learning that occurs through linking ideas and concepts across courses. McLendon (2014) added that this approach helps students find and create meaning through experience, drawing from prior knowledge to build upon existing knowledge. Thus, to maintain quality education in the country, teachers should be flexible in adapting to educational trends that best address the needs of the learners. This quasi-experimental study aimed to determine the effectiveness of Interdisciplinary Contextualization (ICON) on conceptual understanding and achievement in mathematics. The study involved 48 Grade-7 students from two intact classes. The toss coin method was used to randomly assign classes. A validated and reliability-tested 40-item researcher-made achievement test, a 20-item conceptual understanding test, and adapted conceptual understanding rubrics were used to gather data. Results revealed that students' level of conceptual understanding and mathematics achievement was "very low" and "low," respectively, and did not significantly differ before the intervention. After the six-week intervention, both students' conceptual understanding and mathematics achievement, when exposed to Interdisciplinary Contextualization (ICON), increased to an "average" level, while those in the traditional approach remained "low." Although both groups showed a significant increase in their level of conceptual understanding, no significant difference was observed in mathematics achievement. However, the mean gain score of students exposed to ICON was significantly higher compared to that of students exposed to the traditional teaching approach. Thus, the findings of the study highlight the superiority of Interdisciplinary Contextualization (ICON) over the traditional method in improving students' conceptual understanding and achievement in mathematics.