Date of Publication

2006

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Science Education Major in Mathematics

Subject Categories

Science and Mathematics Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Adviser

Auxencia A. Limjap

Defense Panel Chair

Bee Ching U. Ong

Defense Panel Member

Adora S. Pili Lydia S. Roleda Leonor A. Ruivivar Erlinda G. Nocom

Abstract/Summary

This study determines the levels of function conception of one first year nonscience section at Central Luzon State University during the second semester of SY 2004-2005. This study is guided by three cognitive theories: Dubinskys APOS theory which describes the different developmental levels of understanding functions, the function model which describes the four component competencies of understanding functions, and Vygotskys social development theory which contends that life-long processes of development depends on social interaction and that social learning actually leads to cognitive development. The function concept and other related topics are introduced using contextualixed activities under a socio-constructivist learning environment. Analysis of the result of the achievement test and oral interviews showed that among 24 students, more than half have a process view of function conception and less than half are still at the action level. Among those with process view of function conception, only three progressed and are said to have an object view. Results of this study also showed that students lack of proficiency in using the algorithm impede their construction of a process view of function conception. Excerpts from the journal entries indicate that students found collaborative learning strategy very effective in the transfer of learning. Furthermore, students found concepts introduced in real-world context easier to understand. vi Results of the Collaborative Learning Questionnaire showed that the use of collaborative learning as a teaching strategy improved students prosocial behavior, attitudes toward mathematics learning, and activeness in the classroom activities. Furthermore, the result of the Classroom Observation Checklist showed that only intra-group verbal interactions such as those categorized under participatory and dependency were observed during collaborative learning.

Abstract Format

html

Language

English

Format

Electronic

Accession Number

CDTG004111

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

1 computer optical disc ; 4 3/4 in.

Keywords

Children--Intelligence testing; Cognitive learning; Intelligence tests

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