COMMUNICATION-ORIENTED MATHEMATICS PEDAGOGY
THROUGH THE FILIPINO LANGUAGE: ITS
INFLUENCE ON STUDENTS' MATHEMATICAL THINKING
Felixberto C. Labastilla, Rhea L. Mendoza
Western Mindanao State University
Zamboanga City, Philippines
Abstract. This study investigated the effect of communication oriented mathematics teaching through Filipino language to the mathematical thinking of students of primary pupils in selected public schools. Specifically, it examined the degree to which communication-oriented mathematics pedagogy, in terms of teacher-student mathematical communication and collaborative mathematical learning, was used and its impact on mathematical reasoning and critical thinking. The study adopted a quantitative descriptive correlational research design. Data were obtained by a validated, researcher-developed questionnaire and analyzed using weighted mean, standard deviation, and multiple regression analysis. The result showed that the communication-oriented mathematics pedagogy through Filipino language was highly applied. Additionally, the approach had a considerable effect on students’ mathematical reasoning but no significant effect on their critical thinking. The findings imply that communication-based teaching approaches in Filipino language might effectively develop the learners’ reasoning through meaningful contact in the classroom and collaborative discourse. The study, which draws on Vygotsky’s Sociocultural Theory, highlights the significance of language-mediated communication in teaching mathematics and suggests the use of higher-order thinking tools to boost students’ critical thinking skills along with their mathematical reasoning.
How
to cite this paper?
DOI: 10.12732/ijam.v38i3.12
Source: International Journal of Applied Mathematics
ISSN printed version: 1311-1728
ISSN on-line version: 1314-8060
Year: 2025
Volume: 38
Issue: 3
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