Date of Publication

7-2025

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

Honor/Award

Outstanding Dissertation Award

Thesis Advisor

Minie Rose C. Lapinid

Defense Panel Chair

Auxencia A. Limjap

Defense Panel Member

Maricar S. Prudente
Lydia S. Roleda
Levi Esteban Elipane
Rosie Conde

Abstract/Summary

In this study, I adapted the term Integrative Hypothetical “Teaching” Trajectory (IHTT), a model designed to develop mathematical teaching pathways that are both technologically and culturally sustaining. This model is grounded in the concept of paradidactic praxeology, which consists of two interconnected blocks: the praxis (i.e., Type of Task [T_pd] and Technique [τ_pd]) and the logos (i.e., Technology [θ_pd] and Theory [Θ_pd]). The IHTT framework was inspired by my previous and ongoing collaborations with indigenous teachers, as well as by recent literature on emerging trends in mathematics education. These influences led me to pose the question: How can teachers adapt to technological innovations while remaining rooted in their cultural identity? Employing a design-based research approach and guided by the methodological principles of critical dialectical pluralism, the development of the IHTT unfolded across three phases with the participation of 11 teachers, 3 ethnomathematicians, 3 educational technology practitioners, and 2 expert teachers. During the design and planning phase, a review of seminal theories, practitioners’ epistemological and ontological beliefs, and teachers’ existing praxeologies informed the initial design of the IHTT. Cultural elements such as batek and laga from the Kalinga province were integrated as exemplars of cultural characteristics, while laptops and projectors served as the technological resources. In the instructional design phase, a series of focus group discussions supported the implementation and refinement of the IHTT, with particular attention given to the evolution of τ_pd and their justifications through θ_pd and Θ_pd, anchored in a clearly defined T_pd. Finally, in the retrospective analysis phase, the IHTT was found to be effective in supporting the design of instruction that is both technologically relevant and culturally sustaining. Significant improvements were observed in teachers’ praxeologies, including the development of more diverse and systematic τ_pd from a defined T_pd, stronger rationale through θ_pd, and deeper alignment with broader educational theory via Θ_pd. These findings further informed the overall structure of the paradidactic praxeology (T_pd, τ_pd, θ_pd, Θ_pd). It is anticipated that the IHTT will continue to serve as a viable framework for supporting teachers as they navigate emerging trends in mathematics education while maintaining their cultural identity and context.

Abstract Format

html

Language

English

Format

Electronic

Keywords

Mathematics teachers—Training of; Ethnomathematics; Culturally relevant pedagogy

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8-2028

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Available for download on Tuesday, August 01, 2028

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