Learning fractions and story problems. A situative perspective
Mathematics 5
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Academic Paper from the year 2021 in the subject Didactics - Mathematics, grade: 1.0, , course: Bachelor in Elementary Education, language: English, abstract: This paper assessed the performance of Grade Five learners in Mathematics 5 of Mayor AS Fortuna Memorial Elementary School, Guizo, Mandaue City during the first quarter of school year 2020 -2021. To analyze the data, the researcher made use of the input ¿ process ¿ output (IPO) continuum, which served as the structure and guide for the direction of the research. The inputs of the study will show the effectiveness of intervention progra...
Academic Paper from the year 2021 in the subject Didactics - Mathematics, grade: 1.0, , course: Bachelor in Elementary Education, language: English, abstract: This paper assessed the performance of Grade Five learners in Mathematics 5 of Mayor AS Fortuna Memorial Elementary School, Guizo, Mandaue City during the first quarter of school year 2020 -2021. To analyze the data, the researcher made use of the input ¿ process ¿ output (IPO) continuum, which served as the structure and guide for the direction of the research. The inputs of the study will show the effectiveness of intervention program. These inputs will be obtained through the pre-test and post test scores. The process of this research includes the administering the pre-test, intervention through innovation remedial program and validation, presentation including the statistical treatment thereof, and analyses use in the interpretation of the data. The findings of the study reveal that the grade five learners performed better in performance tasks with a mean percentage score of 67.33% than the written works with a mean percentage score of 80.50%. This study reveals that situative perspective in solving routine and non-routine problems involving addition and/or subtraction of fractions using appropriate problem solving strategies and tools and in solving routine or non-routine problems involving division without or with any of the other operations of fractions and whole numbers using appropriate problem solving strategies and tools significantly affects teaching and learning fractions while it does not affect in solving routine or non-routine problems involving multiplication without or with addition or subtraction of fractions and whole numbers using appropriate problem solving strategies and tools.
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