Date of Publication

4-2023

Document Type

Master's Thesis

Degree Name

Master of Science in Teaching Major in Mathematics

Subject Categories

Science and Mathematics Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Advisor

Lydia S. Roleda

Defense Panel Chair

Auxencia A. Limjap

Defense Panel Member

Minie Rose C. Lapinid
Vanessa C. Zubieta

Abstract/Summary

A multi-phase mixed-method study, particularly a combination of convergent parallel and explanatory sequential research design, was conducted to analyze the cognitive academic mathematical communication of Grade 11 in an online distance learning context. Instruments such as synchronous and asynchronous observation checklists, a survey questionnaire, and Cognitive Academic Language Questionnaire – Patterns and Algebra (CALQ-PA) were utilized to determine how students manifested their understanding using the academic language of mathematics. Likewise, the strategies employed by teachers were also examined. From a total population of 1099 students, 374 participated in answering the survey questionnaire, while 174 in the CALQ-PA. The results revealed that most online distance learners have below-basic vocabulary and syntactic knowledge. Subsequently, the problem-solving section shows that the participants are advanced in the reading stage, proficient in comprehension, transformation, and process-skill, and have basic skills in the encoding stages. Further elaborations and educational implications were also discussed.

Keywords: Mathematical Communication, CALP, Mathematical Vocabulary Knowledge, Mathematical Syntactic Knowledge, Problem Solving

Abstract Format

html

Language

English

Format

Electronic

Physical Description

109 leaves

Keywords

Mathematics—Study and teaching; Problem solving--Web-based instruction; Communication in mathematics; Web-based instruction

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Embargo Period

4-2026

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Available for download on Wednesday, April 01, 2026

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