Fostering a culture of thinking using mblended+thinking-based learning in teaching mathematics in the modern world

Date of Publication

12-2025

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

Thesis Advisor

Maricar S. Prudente

Defense Panel Chair

Voltaire Mallari Mistades

Defense Panel Member

Lydia S. Roleda
Minnie Rose Lapinid
John Vincent Morales
Socorro E. Aguja

Abstract (English)

Enhancing the quality of thinking is one of the primary educational goals in promoting 21st-century education, and the classroom culture serves as a pivotal factor in achieving this. The shared values, norms, interactions, and routines within a classroom profoundly shape students’ learning experiences, guiding how they engage, reason, and develop critical thinking skills. Despite its importance, gaps remain in understanding the specific classroom factors that most effectively foster thinking skills. This challenge is further compounded by the continued prevalence of the conventional instructional approach in teaching mathematics. In my study, a culture of thinking (CoT) was fostered through the implementation of the developed Mobile-Blended Learning System infused with Thinking-Based Learning (mBLS+TBL). Guided by the Thinking-Based Instruction Theory (TBIT), the mBLS+TBL framework employed six pedagogical stages. Structured thinking routines were modified and designed in each stage of TBIT. I employed a collaborative action research design for continuous reflection and analysis of my experiences and teacher-implementer across two mathematics classes. A mixed-methods approach was utilized to capture both quantitative and qualitative insights. Findings revealed significant improvements in students’ mathematics competency, thinking skills, dispositions, and learning engagement after the implementation of the mBLS+TBL. Also, the path analysis suggests that cultivating strong thinking dispositions not only enhances thinking skills but also promotes deeper engagement in learning. Furthermore, qualitative analysis indicated that the structured thinking routines across TBIT stages effectively fostered various thinking skills. During situation creation and questioning, students demonstrated higher-order, analytical, and critical thinking, growth mindset, and socio-emotional awareness. Independent inquiry and cooperative communication fostered reasoning, perspective-taking, and collaborative thinking, while summary and reflection enhanced metacognitive awareness. In the application and transfer stage, students successfully applied learned strategies to real-world contexts, demonstrating evaluative and logical thinking. Classroom observations further confirmed the manifestation of a thinking culture, with Interactions (M = 3.50) and Routines (M = 3.25) being highly observed, and Modeling (M = 3.42) effectively supporting students’ thinking. Other elements, such as language, environment, expectations, opportunities, and time, were observed but identified as areas for improvement. Despite challenges such as connectivity issues and cognitive workload, the mBLS+TBL demonstrated strong affordances in fostering a dynamic, inquiry-driven, collaborative, and student-centered learning environment. This study concludes that the deliberate fostering of a culture of thinking through mBLS+TBL offers a transformative approach to mathematics instruction. The next cycle will focus on refining the model for training additional teacher-implementers, and sustaining its integration into a broader scope of mathematics subjects.

Abstract Format

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Abstract (Filipino)

Binibigyang-diin ng pag-aaral ang kahalagahan ng kultura ng silid-aralan sa pagpapaunlad ng kasanayan sa pag-iisip sa edukasyon sa ika-21 siglo, lalo na sa matematika. Ipinatupad ang Mobile-Blended Learning System na hinaluan ng Thinking-Based Learning (mBLS+TBL), na ginabayan ng Thinking-Based Instruction Theory (TBIT), gamit ang collaborative action research at mixed-methods approach. Ipinakita ng mga resulta ang makabuluhang pagbuti sa kakayahan sa matematika, kasanayan at disposisyon sa pag-iisip, at pakikilahok ng mga mag-aaral. Natuklasan din na ang matibay na disposisyon sa pag-iisip ay nagpapalalim ng kasanayan at pakikilahok sa pagkatuto. Pinatunayan ng kwalitatibo at obserbasyonal na datos na ang mga nakabalangkas na gawain sa bawat yugto ng TBIT ay epektibong naglinang ng iba’t ibang uri ng pag-iisip at nagpamalas ng kultura ng pag-iisip sa silid-aralan. Sa kabila ng ilang hamon, napatunayang ang mBLS+TBL ay isang epektibo at transformatibong istratehiya sa pagtuturo ng matematika, na may potensiyal pang mapalawak sa mga susunod na implementasyon.

Abstract Format

html

Language

English

Format

Electronic

Keywords

Mathematics—Study and teaching; Blended learning

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Embargo Period

1-2029

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