Contextualization and Localization of Teaching Mathematics in the New Normal

Abstract

To understand how contextualization and localization have been applied to mathematics instruction, this study explored the effects of the shift in the educational paradigm brought about by the COVID-19 pandemic. This research determined the extent of implementation of contextualization and localization in teaching Mathematics among the Mathematics teachers in the fourteen schools in the El Nido Del Norte and Del Sur Districts in the new normal. Mixed methods, quantitative, and qualitative research designs were employed using a survey questionnaire as the primary data-gathering tool and a semi-structured interview guide. The level of implementation of contextualization and localization in teaching Mathematics, specifically in terms of assessment tools and instructional materials, was found to be "High." It was found that creating localized materials was challenging among teaching teachers because it required translating materials into local languages, especially since there are multiple languages spoken in the area. However, teachers receive support from administrators, colleagues, parents, and the community to overcome challenges. Based on these findings, recommendations made in the study included regular professional development, building a community of practice, research and evaluation, policy and technology support, involving parents/local community, and monitoring and feedback.