Integrating Contextualized Writing Activities in Lessons on Probability
Main Article Content
Abstract
Contextualized writing activities involve the use of real-life situations that enable students to articulate their problem-solving processes through writing, thereby strengthening both their mathematical and writing abilities. This study aimed to create probability lesson plans incorporating such contextualized writing activities for Grade 10 students. The researcher employed the Research and Development (R&D) model by Borg and Gall (2003), as cited by Sriwjaya (2019), to guide the development and validation of the lesson plans. A total of three lesson plans were crafted using a backward curriculum design approach, aligned with the K to 12 curriculum standards, and infused with contextualized writing activities. Three content experts evaluated the lesson plans, rating them as "Excellent" in terms of structure, contextual relevance, and practical application. Their feedback highlighted two main strengths: (1) the lessons’ strong alignment with learning competencies/objectives, and (2) the effective use of culturally relevant, real-life images and scenarios within the lessons. These insights and recommendations were incorporated into the final revision of the lesson plans.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright: CC BY-NC-ND 4.0
References
Alt, M., Arizmendi, G. D., & Beal, C. R. (2014). The relationship between mathematics and language: Academic implications for children with specific language impairment and English language learners. Language, Speech, and Hearing Services in Schools, 45(3), 220–233. https://doi.org/10.1044/2014_LSHSS-13-0003
Aninon, A. A. (2006). Utilization of selected Maranao arts and practices in teaching ratio and proportion, triangle similarities and circles [Master’s thesis, Mindanao State University – Iligan Institute of Technology].
Borg, W. R., & Gall, M. D. (2003). Educational research: An introduction (7th ed.). Allyn & Bacon.
Bringas, H. A. (2014). Localization – contextualization [Slide presentation]. SlideShare. https://www.slideshare.net/lenferndz/localization-contextualization
Brown, N., Wilson, K., & Fitzallen, N. (2007, November). Using an inquiry approach to develop mathematical thinking [Paper presentation]. AARE 2007 International Educational Research Conference, Fremantle, Australia. http://www.aare.edu.au/07pap/abs07.htm
Center for Occupational Research and Development. (2012). Contextualized teaching and learning: A faculty primer.
Chiappetta, E. L., & Koballa, T. R. (2009). Science instruction in the middle and secondary schools: Developing fundamental knowledge and skills (7th ed.). Allyn & Bacon.
Chiappetta, S. (2009). Non-overlapping domain decomposition parallel algorithms for convection-diffusion problems [Doctoral dissertation, University of Wisconsin-Milwaukee].
French, G. (2013). Early literacy and numeracy matters. Journal of Early Childhood Studies, 7, 31–45.
Gallard, A. J., Albritton, F., & Morgan, M. W. (2010). A comprehensive approach to developmental education. Journal of Developmental Education, 34(1), 10–18.
Gustiani, S. (2019). Research and development (R&D) method as a model design in educational research and its alternatives. Holistics Journal, 11(2), 74–85. https://doi.org/10.33084/holistics.v11i2.199
Hafiz, M., & Farik, M. (2016). Effectiveness of teaching & learning mathematics using children’s home language and cultural tools. International Journal of Scientific & Technology Research, 5(4), 123–127.
Jackaria, P. M., Buan, A., & Yuenyong, C. (2019). Students’ performance in context-based lessons in mathematics classroom. Journal of Physics: Conference Series, 1340(1), Article 012047. https://doi.org/10.1088/1742-6596/1340/1/012047
Klein, P. D., & Samuels, B. (2010). Learning about plate tectonics through argument-writing. The Alberta Journal of Educational Research, 56(2), 196–217.
Kurt, K., & Pehlivan, M. (2013). Integrated programs for science and mathematics: Review of related literature. International Journal of Education in Mathematics, Science and Technology, 1(2), 116–121.
Kuzle, A. (2013). Patterns of metacognitive behavior during mathematics problem solving in a dynamic geometry environment. International Electronic Journal of Mathematics Education, 8(1), 20–40.
Natinga, I. L. (2015). Developing problem solving abilities through culture-based lesson [Master’s thesis, Mindanao State University – Iligan Institute of Technology].
Njoroge, M. (2017). The efficacy of using mother language in the teaching of mathematics and science in primary schools: Evidence from Grade One classrooms in Kenya. Journal of Applied Linguistics and Language Research, 4(8), 133–150.
Sample, M. (2011, May 31). Planning a class with backward design. The Chronicle of Higher Education. https://chronicle.com/blogs/profhacker/planning-a-class-with-backward-design/33625
Seels, B. A., & Richey, R. C. (2012). Instructional technology: The definition and domains of the field. IAP.
Thompson, I. (2013). The mediation of learning in the zone of proximal development through a co-constructed writing activity. Research in the Teaching of English, 47(3), 247–276.
Trinidad, J. E. (2020). Material resources, school climate, and achievement variations in the Philippines: Insights from PISA 2018. International Journal of Educational Development, 75, 102174. https://doi.org/10.1016/j.ijedudev.2020.102174
Wiggins, G., & McTighe, J. (1998). Backward design. In Understanding by design (p. 1). ASCD.
