The didactical phenomenology in learning the circle equation

Realistic mathematics education (RME) has proven to be an effective model for mathematics elsewhere. However, students and teachers still grapple to confront the circle equation to learn and teachers to teach. This study explored students’ didactical phenomenological discourses in the circle equatio...

Full description

Saved in:
Bibliographic Details
Published in:International electronic journal of mathematics education Vol. 17; no. 4; p. em0713
Main Author: Ali, Clement Ayarebilla
Format: Journal Article
Language:English
Published: East Sussex 01.11.2022
Subjects:
Classroom Environment
Electronic Journals
Individual Activities
Influence of Technology
Learning Processes
Mathematical Concepts
Mathematical Formulas
Mathematical Models
Mathematics
Mathematics Education
Mathematics Teachers
Methods Research
Periodicals
Phenomenology
Questionnaires
Research Design
School Culture
Social Problems
Statistical Analysis
Students
World Problems
ISSN:1306-3030, 1306-3030
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Realistic mathematics education (RME) has proven to be an effective model for mathematics elsewhere. However, students and teachers still grapple to confront the circle equation to learn and teachers to teach. This study explored students’ didactical phenomenological discourses in the circle equation as an alternative. The mixed methods research design was used to collect both quantitative and qualitative data from 50 senior high school students purposely selected from one senior high school. The instruments of data collection were the questionnaire and interview guide. The purpose of the questionnaire and interview guide was to validate and corroborate. The quantitative analyses contain categorical independent and continuous dependent variables and were explored by reliability statistics, simple and multiple analysis of variance tests of independence. On the other hand, the qualitative transcriptions of students’ own perceptions. The results on the types of equations showed low didactical phenomenology as many variables fell below the .20 minimum internal consistency’s criteria. However, the results of the tasks showed high acceptable didactical phenomenology. We therefore concluded that RME could be extended to other domains of mathematics. Thereafter, comprehensive recommendations were advanced for theory, method, research, practice, policy, and context.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:1306-3030
1306-3030
DOI:10.29333/iejme/12472