Contextualized Learning Modules in Bridging Students' Learning Gaps in Calculus with Analytic Geometry through Independent Learning

Autor/inn/en	Madrazo, Anthony Loria; Dio, Ryan Villareas
Titel	Contextualized Learning Modules in Bridging Students' Learning Gaps in Calculus with Analytic Geometry through Independent Learning
Quelle	In: Journal on Mathematics Education, 11 (2020) 3, S.457-476 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2087-8885
Schlagwörter	Calculus; Mathematics Instruction; Geometry; Independent Study; Prerequisites; Required Courses; Higher Education; Teaching Methods; Accuracy; College Faculty; Specialists; Student Attitudes; College Students; Foreign Countries; STEM Education; Philippines + Suchen Sie Ihr Suchwort? Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematics lessons; Mathematikunterricht; Geometrie; Selbststudium; Voraussetzung; Pflichtkurs; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Schülerverhalten; Collegestudent; Ausland; STEM; Philippinen
Abstract	The transition of the educational system in the Philippines vastly affects basic and higher education. A mismatch of pre-requisite Mathematics learning competencies from the basic education level occurred when the student reached higher education. This descriptive-developmental method of the study utilized the developed contextualized learning modules for the bridging course on the identified learning gaps in Calculus with Analytic Geometry for the Bachelor of Secondary Education (BSEd) major in Mathematics. Real-world concepts and situations featuring the Province of Sorsogon, Philippines were integrated into the learning modules while promoting independent learning. The content, format, presentations and organizations, accuracy, and up-to datedness of information of the learning modules passed the evaluation of 13 experts (Mathematics Professors) from the different Higher Education Institutions (HEIs) in the Bicol Region, Philippines. Also, the 18 student participants were very much satisfied with the utilization of the learning modules that bridged their learning gaps in the conic section through independent learning. (As Provided).
Anmerkungen	Indonesian Mathematical Society. Jl. Padang Selasa 524, Palembang, South Sumatra 30139, Indonesia. Tel: +618-127-106777; Fax: +627-113-20310; Web site: https://ejournal.unsri.ac.id/index.php/jme
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01