Are the Grade 5 Mathematics Textbooks in the Philippines Written to Support Students in Bridging the Gap From Arithmetic to Algebra?

Date of Award

12-1-2022

Document Type

Thesis

Degree Name

Master of Science in Mathematics Education

First Advisor

Romina Ann S. Yap, PhD

Abstract

It is not uncommon to find students struggling in algebra even if they have done well in arithmetic. Research has shown that students face certain cognitive difficulties when they transition from arithmetic to algebra despite many connections between them. This study looks into whether textbooks used or developed for the Philippine K- 12 curriculum displayed certain elements that could address the cognitive gap between arithmetic and algebra. In particular, this study looked into how the equal sign is used and presented in the textbooks, the representations of the unknown in the textbooks, and the types of story problems utilized in the textbooks. To answer this question, the researcher conducted a content analysis of four widely-used fifth-grade mathematics textbooks in the Philippines. The result of the analysis showed that the textbooks provide exposure to various presentations of the equal sign, exposure to letter representations of the unknown, and exposure to algebra-level story problems. However, the textbooks vary significantly in the level of exposure that they give for each of the aforementioned dimensions. Results also revealed that some textbooks have unique features that make them better in supporting students in bridging the gap from arithmetic to algebra. This study can serve as a basis for textbook producers to develop textbooks that support students’ transition from arithmetic to algebra.

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