Date of Publication

8-2024

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

Minie Rose C. Lapinid

Defense Panel Chair

Auxencia A. Limjap

Defense Panel Member

Levi Esteban Elipane
Rosie L. Conde

Abstract/Summary

Variation theory is anchored on identifying the objects of learning (OOL) and allowing the learners to discern those OOLs through conceptual and procedural variations. This research study aimed to develop a learning study on teaching triangle congruence with variation. A learning study group was formed where the iterative process of planning, implementing, analyzing, and revising the lesson was done. In the planning phase, the intended objects of learning were identified; in the implementation phase, the enacted objects of learning were identified; and in revising and analyzing the lesson, the lived objects of learning were determined based on the results of the assessments of the learners. The results explain how teachers in the learning study group constructed a lesson on triangle congruence by identifying objects of learning and using conceptual and procedural variation so that learners could discern the OOLs. It was also found that enacted OOLs varied from the three sections where the lesson was implemented. Our findings suggest that teachers’ practice of learning studies could benefit their professional development and help learners build a conceptual understanding of the lesson.

Abstract Format

html

Format

Electronic

Keywords

Congruences (Geometry); Mathematics—Study and teaching

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Embargo Period

8-2027

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Available for download on Sunday, August 01, 2027

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