ABSTRACT
Based on the study, building the classroom as Numberopolis makes Mathematics meaningful and alleviate math anxiety that often depresses the ability to learn the value of Mathematics as well as develop imagination, global numeric linkages and numeracy skills among the learners. Thus, this study aims to investigate the effectiveness of building the classroom as Numberopolis as a strategy to improve the numeracy skills among grade two pupils of Tomasia C. Pasia Memorial School.
Keywords: Numberopolis, Numeracy skills, Pre-Experimental, Grade Two Pupils, Tomasia C. Pasia Memorial School, Batangas Province
INTRODUCTION:
The knowledge, skills, attitudes, and behaviors known as numeracy are necessary for pupils to use mathematics in a number of circumstances. To effectively use mathematical knowledge and abilities and apply mathematical problems in real-world situations, one must first recognize and understand the importance of mathematics in society. This requires developing the essential attitudes and skills.
It is important to provide students and teachers plenty of time to work on mathematical exercises and problems throughout elementary mathematics training. In math learning domains, it takes a lot of time to determine the answers to problems. To find out the answer, one needs to have a rational and perceptive mind.
DESIGN/METHODOLOGY/APPROACH:
This study used Pre-Experimental method utilizing the one-group, pretest-posttest design. The chosen participants were 20 grade two pupils who were identified with numeracy skills problem based from the numeracy skills assessment tool. Data were collected using a validated 20-item assessment tool.
RESULTS / FINDINGS:
In general, the findings suggest that there is significant difference on the pretest and post-test of the grade two pupils after building the classroom as Numberopolis as a strategy to improve the numeracy skills among the participants.
RESEARCH LIMITATIONS/ IMPLICATIONS
The study is limited to the numeracy skills problem of the participants.
ORIGINALITY/ VALUE
Building the classroom as Numberopolis promotes the enhancement of cognitive thinking and provides pupils with opportunities to think of Mathematics as world patterns, linking it to all areas of life. In addition, the strategy integrates their imagination with nonstandard shapes—an important aspect of applying mathematics in future endeavors and careers.
CONTEXT AND RATIONALE
Based on the consolidated least mastered competencies (lmc) last school year 2018-2019, second grading period in Mathematics 2 yielded with the most number of lmc. Majority of the grade two pupils have difficulty in understanding the concepts and have problem in numeracy skills. Thus, resulting to poor academic performance in Mathematics.
In the study conducted by Klemm (2015), the author suggested to adapt the Numberopolis that uses imagination, global numeric linkages and recycled materials encourage learners to experiment with math on their own terms. The multi-disciplinary engaging program alleviates math anxiety and sparks critical thinking. Its flexibility ignites collaboration with STEM programs and designing a learning environment with great positivity on numbers.
Thus, it is crucial to study the effectiveness of building the classroom as Numberopolis as an innovative strategy to improve the numeracy skills of grade two pupils of Tomasia C. Pasia Elementary School to foster understanding of an educational reform effort for the benefit of the said pupils.
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