Date of Publication

12-2024

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 Advisor

Frederick Torralballa Talaue

Defense Panel Chair

Lydia S. Roleda

Defense Panel Member

Maricar S. Prudente
Minie Rose C. Lapinid
Romina Ann S. Yap
Arlene A. Pascasio

Abstract/Summary

With the popularity of flexible learning modalities in today’s educational landscape, building strong mathematical reasoning skills is more important than ever. For students and teachers in the Philippines, adapting to this hybrid-flexible (HyFlex) learning model brings unique challenges and opportunities. Here, we explore how a powerful discussion method called Accountable Talk (AT) can deepen students’ ability to think critically, solve problems, and communicate their ideas effectively in mathematics. Although AT has shown promise in fostering thoughtful participation and reasoning, little is known about its application in a hybrid setting, particularly in math education. By investigating how AT supports students’ reasoning skills and examining students’ and teachers’ experiences in this HyFlex environment, this research aims to uncover practical strategies for educators. Using a mixed-methods approach informed by ethnography, this study incorporated pre- and post-tests, classroom observations, a student perception questionnaire, and interviews to gather data. Findings were interpreted using Cultural-Historical Activity Theory (CHAT) as a lens to reveal how AT as a mediating tool facilitates the development of adaptive reasoning through as structured discourse. Results indicate that AT significantly improves students’ adaptive reasoning, particularly in proposing conjectures, providing explanations, identifying patterns, and drawing conclusions. Students with stronger adaptive reasoning were found to engage more actively in AT, using it to refine their reasoning through peer interaction. For example, some students collaboratively questioned and revised their initial propositions, leading to a deeper, collective understanding of mathematical concepts. Additionally, the CHAT analysis highlights a positive interaction between students (subject), their reasoning development (object), and Accountable Talk (tool). Despite these benefits, however, challenges arose, such as some students’ difficulty in substantiating their ideas with evidence, highlighting a need for sustained support. The teacher-implementer noted that AT fostered increased student engagement and collaboration, emphasizing its value in cultivating reasoning skills. Overall, this study underscores Accountable Talk as a valuable tool for enhancing adaptive reasoning in HyFlex environments, particularly in mathematics classrooms. The findings suggest that with careful planning, educators can adapt Accountable Talk strategies to meet the unique demands of hybrid learning and support students’ development in complex reasoning skills.

Abstract Format

html

Language

English

Format

Electronic

Keywords

Mathematics—Study and teaching (Secondary); Blended learning; Reasoning

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Embargo Period

12-13-2027

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Available for download on Monday, December 13, 2027

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