Analyzing the cognitive academic mathematical communication in modular distance learning for grade 11
A multi-phase mixed-method study, combining concurrent and explanatory sequential research design, was conducted to analyze the cognitive academic mathematical communication of Grade 11 in the context of modular distance learning. The extent how which mathematical communication was exercised in modu...
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| Format: | text |
| Language: | English |
| Published: |
Animo Repository
2023
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| Subjects: | |
| Online Access: | https://animorepository.dlsu.edu.ph/etdm_scied/55 https://animorepository.dlsu.edu.ph/context/etdm_scied/article/1056/viewcontent/2023_Placino_Final.pdf |
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| Institution: | De La Salle University |
| Language: | English |
| Summary: | A multi-phase mixed-method study, combining concurrent and explanatory sequential research design, was conducted to analyze the cognitive academic mathematical communication of Grade 11 in the context of modular distance learning. The extent how which mathematical communication was exercised in modular distance learning was determined through focus group discussions with mathematics teachers and a survey of Grade 11 students considering the components of mathematical communication proposed by Isoda. The cognitive academic language proficiency of Grade 11 students was also analyzed after administering the Cognitive Academic Language Questionnaire – Patterns and Algebra CALQ-PA in terms of mathematical vocabulary knowledge, mathematical syntactic knowledge, and solving worded problems. There were 277 Grade 11 students and 16 mathematics teachers who participated in the research due to health and safety protocols. Findings revealed that mathematical communication was not limited to the circulation of self-learning modules but were extended through digital platforms, giving way to both digital modular distance learning and printed modular distance learning. Different themes such as purposes, media, challenges, initiatives, and coping strategies were discussed. Results also showed that most of these students had below-basic levels of proficiency in mathematical vocabulary knowledge while proficient in mathematical syntactical knowledge. Learning inconsistencies were also discussed. In addition, the declining performance from one stage to another stage of problem-solving was also revealed where students had advanced skills in the reading stage, proficient skills in comprehension stage and transformation stage, and basic level in process skill stage and encoding stage. Further elaborations and educational implications were also discussed. |
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