TEACHERS’ PERCEPTIONS AND CLASSROOM PRACTICES ON REALISM-CONSTRUCTIVISM IN PUBLIC SECONDARY MATHEMATICS EDUCATION
DOI:
https://doi.org/10.55197/qjssh.v6i4.737Keywords:
classroom implementation, mathematics instruction, realism-constructivisim approach, teacher perceptionAbstract
The study aimed to examine the perception and classroom implementation of the realism-constructivism approach among public secondary mathematics teachers in the school’s division of Nueva Vizcaya. Specifically, it sought to explore the teacher’s perceptions of the approach, determine the extent to which they implement its principle in classroom instruction, and analyzed the relationship between their perceptions and level of implementation. A quantitative research approach was used, employing descriptive-correlational research design. Data were gathered through a researcher-made questionnaire, validated by three experts using the Content Validity Index and pilot tested among the secondary mathematics teachers yielding a high reliability coefficient. The main respondents were the sixty public secondary mathematics teachers in the division. Descriptive statistics such as mean and standard deviation were used to summarize the data, while Kendall’s Tau Correlation Coefficient was used to test the relationship between teacher’s perceptions and extent of implementation in the classroom instruction. Findings revealed that secondary mathematics teachers in the Schools Division of Nueva Vizcaya demonstrate a strong understanding and effective implementation of the realism-constructivism approach, using strategies like real-life applications, discovery learning, and collaboratively problem solving. Their practices align well with the learner-centered goals of the DepEd MATATAG curriculum. The positive correlation between their beliefs and classroom practices underscores the importance of aligning teacher perceptions with instructional methods. To further support this approach, continued professional development, targeted support for areas like inquiry and reflection, and initiatives that link beliefs to practice through reflective and collaborative activities are recommended. Overall, the integration of realism-constructivism strategies contributes to more meaningful and effective mathematics instruction.
References
[1] Bakker, A., Taylor, S.D., Noorloos, R., Derry, J. (2017): Inferentialism as an alternative to socioconstructivism in mathematics education. – Mathematics Education Research Journal 29(4): 437‑453.
[2] Blanchette, P. (1998): Realism in the philosophy of mathematics. – Routledge Encyclopedia of Philosophy, London: Routledge 40p.
[3] Cupchik, G. (2001): Constructivist realism: An ontology that encompasses positivist and constructivist approaches to the social sciences. – In Forum Qualitative Sozialforschung/Forum: Qualitative Social Research 2(1): 12p.
[4] DeVries, R., Zan, B. (1994): Moral classrooms, moral children: Creating a constructivist atmosphere in early education. – Teachers College Press 309p.
[5] Ernest, P. (1998): Social constructivism as a philosophy of mathematics. – Suny Press 315p.
[6] Faulkenberry, E.D., Faulkenberry, T.J. (2006): Constructivism in mathematics education: A historical and personal perspective. – Texas Science Teacher 35(1): 17-21.
[7] Khan, M.F.R. (2021): Teach (er) and teach (ing): Beliefs, attitudes, and teaching practices. – Teacher Development Academic Journal 1: 49-65.
[8] Lesh, R., Doerr, H.M. (2003): Beyond constructivism: Models and modeling perspectives on mathematics problem solving, learning, and teaching. – Lawrence Erlbaum Associates 597p.
[9] Quale, A. (2012): On the Role of Constructivism in Mathematical Epistemology. – Constructivist Foundations 7(2): 104-111.
[10] Radford, L. (2000): Signs and meanings in students’ emergent algebraic thinking: A semiotic analysis. – Educational Studies in Mathematics 42(3): 237‑268.
[11] Shrestha, I.M. (2017): Roles of History and Philosophy of Mathematics in Mathematics Education. – In National Conference on History and Recent Trends of Mathematics (NCHRTM-2017), Balmeeki Campus, Kathmandu, Nepal 7p.
[12] Strauch, C.C., Alomar, M.J. (2014): Critical analysis of learning theories and ideologies and their impact on learning: Review article. – The Online Journal of Counseling and Education 3(2): 62‑77.
[13] Upu, H., Bustang (2021): Constructivism versus cognitive load theory: In search for an effective mathematics teaching. – ArXiv Preprint 12p.
[14] Wambete, G. (2023): The effect of teacher’s instructional methods on the learners’ academic performance in mathematics subject in secondary schools: A case study of Buwesswa Secondary School in Manafwa District. – International Journal of Academic Management Science Research 7(2): 100‑107.
[15] Wheatley, G.H. (1991): Constructivist perspectives on science and mathematics learning. – Science Education 75(1): 9-21.
[16] Yackel, E., Cobb, P. (1996): Sociomathematical norms, argumentation, and autonomy in mathematics. – Journal for Research in Mathematics Education 27(4): 458‑477.
[17] Yang, X., Kaiser, G. (2022): The impact of mathematics teachers’ professional competence on instructional quality and students’ mathematics learning outcomes. – Current Opinion in Behavioral Sciences 48: 8p.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 DOLORES SANTOS, JULIUS VALDERAMA
This work is licensed under a Creative Commons Attribution 4.0 International License.
