IJAM: Volume 38, No. 1 (2025)

ADVANCING EARLY GRADE MATHEMATICS THROUGH MACHINE LEARNING: A MULTI-SENSORY MATRIX FOR LEARNING STYLE PREFERENCES AND CURRICULUM RESPONSIVENESS

Arvin B. Casimiro¹, Nikko D. Ramos², Mercedes A. Bejerano², Lilia B. Bayos³, Elvira E. Salian⁴

¹Lead Author Western Mindanao State University Zamboanga City, Philippines
²Co-Authors
Western Mindanao State University
Zamboanga City, Philippines
³Zamboanga Peninsula Polytechnic State University
Zamboanga City, Philippines
⁴Zamboanga State College of Marine Sciences and Technology
Zamboanga City

Abstract. This study investigated the structural alignment between the learning style preferences of primary grade learners and the systemic curricular responsiveness of early grade mathematics classes during the academic year 2023–2024. Adopting a quantitative descriptive-correlational research architecture, data were collected from a stratified sample of 70 primary grade learners and 35 mathematics educators using standard diagnostic inventories and curriculum appraisal matrices. Frequency distribution analysis indicated that the integrated multi-sensory VATK framework (Visual, Auditory, Tactile, Kinesthetic) is the dominant cognitive processing profile, characterizing 48.6% of the student cohort. Descriptive statistics demonstrated that both curriculum alignment (M = 4.65) and pedagogical practices (M = 4.67) were evaluated as highly extensive. Inferential statistics revealed a significant difference in learning preferences when analyzed across gender profiles, while Pearson r correlational parameters established a strong, positive relationship between diverse learning style accommodation and overall mathematics curricular responsiveness. A targeted structural capacity-building model is presented to scaffold the transition from concrete multi-sensory manipulation to abstract mathematical reasoning.

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How to cite this paper?
Source: International Journal of Applied Mathematics
ISSN printed version: 1311-1728
ISSN on-line version: 1314-8060
Year: 2025
Volume: 38
Issue: 1

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