Abstract
This paper aimed to explain how students construct the concept of the area of oblique triangles. Through Lesson Study using the Theory of Didactical Situations, the researchers designed a research lesson with the raison d'être of improving the teaching of trigonometry. The research lesson was implemented to junior high school student-participants in a national high school in the Philippines, and was attended by a pool of observers. A priori and a posteriori analyses were conducted to validate the teaching and learning situations. Observations, notes, students’ outputs, and post-lesson discussions and reflections were used in the analysis of didactical situations. After the conduct of the Lesson Study, the following themes emerged: (1) explicit mathematics didactical intentions are essential in analyzing students' constructed mathematical knowledge and learning, and (2) balancing adidactical situation and teacher facilitation allows independent learning for students.
Highlights
In terms of mathematics literacy, 2018 Philippine participation in PISA ranked the country second last among 79 participating countries
The following emergent themes were extracted from the Lesson Study: (1) explicit mathematics didactical intentions are essential in analyzing students' constructed mathematical knowledge and learning, and (2) minimum teacher supervision and intervention in the didactical situations aid students in attaining deeper mathematical understanding
Explicit mathematics didactical intentions are essential in analyzing students' constructed mathematical knowledge and learning
Summary
In terms of mathematics literacy, 2018 Philippine participation in PISA ranked the country second last among 79 participating countries. The PISA 2018 National Report of the Philippines reported that the country achieved a significantly lower average score than the overall average score while 19.7% of Filipino students reached at least the minimum proficiency level [1] This is expected since Filipino students' mathematics literacy historically performed lower in the National Achievement Test [1] and Trends in International Mathematics and Science Study (TIMSS) [2]. Students have visual imagery of the concept, but are not sufficient to grasp the concept and to understand its content development This is confirmed in the study of Fernandez, Hidalgo, and Rico [5] using the semantic triad: conceptual structure, representation, and sense to investigate students' understanding of trigonometry concepts. Ontogenic psychological obstacles pertain to the interests and motivations of students to learn trigonometry concepts, while conceptual ontogenic obstacles are difficulties of the students to comprehend the concept, and didactical obstacles are instructional designs that hinder the interconnectedness of concepts and do not provide alignment on students' previous experiences and knowledge
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