Humanizing mathematics education: A never-ending task of mathematics teachers

• Main Author: Acelajado, Maxima J.
• Format: text
• Published: Animo Repository 2016
• Subjects: Mathematics—Study and teaching—Philippines; Mathematics—Study and teaching—Psychological aspects; Math anxiety; Mathematics teachers—Philippines; Effective teaching; Science and Mathematics Education
• Online Access: https://animorepository.dlsu.edu.ph/faculty_research/5414
• Institution: De La Salle University

Using the descriptive method of research, this study was conducted to address the urgent need for rethinking the ways in which teachers humanize mathematics education while negotiating academic knowledge and skills. The main objective of this study was to investigate students’ perceptions of a humanized mathematics education and to determine the extent to which their teachers humanize mathematics education. Specifically, the objectives of this study were to: (1) compare the respondents’ perceptions of a humanized mathematics education; and, (2) determine the extent to which their teachers humanized mathematics education. The respondents in this study were 72 randomly selected students who were enrolled in a general mathematics course from two universities under the De La Salle Philippines system: 42 form the De La Salle University- Dasmariñas (DLSU-D) which is located in the province of Cavite and 30 from the De La Salle University-Manila(DLSU-M) which is located in the heart of Manila, a highly urbanized city. This was conducted during the second term, SY2014-2015. This study utilized two sets of teacher-validated checklist containing statements about humanizing mathematics education. The respondents were asked to complete the checklist and clarifications about their responses were done, whenever necessary, through an unstructured interview. They were also asked to write a journal on the concerns of this study. Data gathering was completed in two months. After organizing the data, the z-tests for two sample proportions and two sample means were applied to determine if any significant difference exists between the responses of the two groups of respondents. Findings point to the fact that a humanized mathematics education comes with the teacher who teaches with the heart, creates a climate of respect and trust, provides non-threatening mathematical activities, uses innovative teaching approaches, and helps students use their mathematical knowledge to solve real-life problems, practice human values and meet the challenges of life. A humanized mathematics education is, therefore, realized through the help of a systematic, well-informed, competent, concerned and inspiring teacher with genuine interest and enthusiasm in mathematics, its values and applications. The mathematics teacher is, therefore, encouraged to break away from the traditional teaching style and to explore opportunities that will allow for more creativity so that students remain interested, focused, and enthusiastic throughout the mathematics course. Innovative teaching techniques shall turn the largely perceived boring and difficult subject as meaningful, important and enjoyable.