Ateneo de Naga University

College of Education

Curriculum Development Class

Training-Workshop on the Contextualization of

Mathematics in Classroom Instruction

(Training Curriculum)

Alcanar, Mishel P.

Antioquia, John Paul C.

Augusto, Ella May C.

Barbosa, Christine SJ.

Belmonte, Charleymaine Venus A.

Lanting, Jocelyn C.

Llamado, Ivy Joyce S.

Rey, Ryan Garry K.

Developers

I. RATIONALE

Mathematics is defined as the language of patterns and relationships, and is

used to describe anything that can be quantified. Being an applied science, it can be

seen anywhere and used anywhere. Moreover, Mathematics is one of the subjects

being taught in school that is considered by many as a difficult one. Thus, most

students dislike Mathematics because of its nature, and sometimes, because of their

teachers. In turn, students find it useless and unrelated to their lives. In this regard,

the training-workshop will provide teachers the necessary skills on how to make

Mathematics be relevant to the lives of their students.

II. TITLE

Training-Workshop on the Contextualization of Mathematics in Classroom

Instruction

III. TARGETED PARTICIPANTS

This training-workshop will cater the following participants in Naga City,

consisting of five (5) participants, including the Mathematics Coordinator of the

school:

Elementary Mathematics Teachers

Secondary Mathematics Teachers

Graduating Education Mathematics Majors

IV. DATE

The expected date for the training-workshop is set to the 3rd Week of April.

The idea is that participants will be given enough time to prepare for the upcoming

school year and to share their learning to their co-teachers. In addition, this is a live-

out training-workshop.

V. VENUES

Considering the number of the participants and the quality of facilities

needed, Ateneo de Naga University is the chosen venue, particularly:

Richie Fernando Hall

Instructional Media Center

Arrupe Convention Hall

University Gymnasium

VI. MATERIALS AND EQUIPMENT

The following materials and equipment are necessary all throughout the

event:

Projectors

Laptops

Manila Papers

Markers

Bond Papers

Masking Tapes

Envelopes/Kits

VII. OBJECTIVES

At the end of the five-day training workshop, each participant must have

acquired the following competencies:

a. Discuss the know-hows of contextualizing Mathematics in classroom

instruction,

b. Create contextualized activities in Mathematics, and

c. Develop appreciation towards the importance of contextualizing

Mathematics in classroom instruction promoting honesty in the

classroom learning environment.

VIII. METHODS AND APPROACHES

The training-workshop will use the following approaches and methods in

order to achieve the objectives:

a. Progressive Approach

Progressive approach emphasizes learning by doing. Participants are

expected to be active in the activities that speakers will give in accordance

to the topic being discussed. Also, it highlights problem solving and critical

thinking by immersing the participants to the environment they have. With

this, participants will be made into groups to facilitate learning even more.

Lastly, the discussion of the topics is interconnected that learning is

considered as a step-by-step approach.

b. Lecture-Discussion

Concepts, theories and the like will be presented in a lecture-

discussion approach. This encapsulates that participants should acquire

organized bodies of knowledge, taking piece by piece the necessary inputs

needed by the participants that will be used in the later days.

c. Experiential Learning

Since the major approach is progressive approach, learning through

experience will play a vital role in the learning of the participants. Activities

will equip the participants a first-hand experience and learning of what they

are crafting and of what they are planning for the contextualization of

Mathematics.

d. Situational Analyses

In order to craft a well-thought curriculum for the contextualization of

Mathematics, participants, through immersion, will discuss situations that

are related and connected to them and solve arising problems that will

contribute the objective of the training-workshop.

Training Curriculum (Matrix)

TIME TOPIC OUTPUT/S MATERIALS/ EQUIPMENTS

Day 1 AM Arrival/Registration/Opening Program

PM

Session 1: Contextualization and Theories Objectives:

Discuss theories concerning contextualization Create a concept map on contextualization Share insights gained/learned through reflection

Journal Logs

Concept Maps

Projector Laptop

Manila Paper Marker

Day 2

AM

Session 2: Community Literacy Objectives:

Determine the culture, the demography and sociological aspects of one’s community

Analyze situations and community aspects that can be integrated in Mathematics classroom instruction

Relate one’s experience in identifying situations to be integrated

Gallery Notes of Community Aspects

Journal Logs

Projector Laptop

Manila Paper Marker

PM

Session 3: Content Matching Objectives:

Identify mathematical concepts and content to match community aspects integration

Create an advance organizer of situations in the community and mathematical content and concepts

Express thoughts and concerns in creating the advance organizers

Advance Organizers

Journal Logs

Projector Laptop

Manila Paper Marker

Gallery Notes

Day 3 AM Session 4: Approaches, Methods and Strategies Brief Lesson Log Projector

Objectives: Discuss the different strategies and methods of

teaching mathematics Delineate specific strategies and methods to be

used in accordance to the advance organizer made

Identify difficulties and ways to address such difficulties

Journal Logs

Laptop Bond Papers

Advance Organizers

PM

Session 5: Pseudo-Simulation Objectives:

Identify areas to be considered in performing a strategy

Perform/simulate a strategy Give feedbacks on the simulation

Brief Lesson Log

Journal Log

Projector Laptop

Bond Papers Brief Lesson Log

Day 4

AM/PM

Session 6: Contextualizing Activities Objectives:

Determine elements to be considered in formulating a contextualized activity

Formulate contextualized activities in the form of a Lesson Module

Share insights and difficulties experienced

Activity/Lesson Module

Journal Log

Projector Laptop

Bond papers Brief Lesson Log

Advance Organizer

Day 5

AM

Session 7: Simulation and Demonstration Objectives:

Pinpoint areas to be considered and improved Demonstrate the lesson module Give feedbacks on the demonstration

Projector Laptop

Lesson Module Feed backing Forms

IX. EVALUATION

After the training-workshop, the participants will be asked to evaluate the

following areas and give necessary feed backs, comments and suggestions:

1. Quality of Discussion

2. Participation

3. Program Flow

4. Resource Speakers

5. Technicalities

a. Food

b. Schedule

c. Venue

Training-Workshop on the Contextualization

of Mathematics in Classroom Instruction

Evaluation Form

Part I: Please rate the following areas using the scales indicated. Put a check on the box.

5 – Excellent 2 – Needs Improvement

4 – Very Satisfactory 1 - Poor

3 - Satisfactory

Factors/Areas 5 4 3 2 1

1. Quality of Discussion 2. Participation

3. Program Flow 4. Resource Speakers

5. Technicalities a. Food b. Schedule

c. Venue

Part II: Please answer the following questions.

1. What I like most about the activity:

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2. What I like least about the activity:

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3. What I found helpful about the activity:

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4. What I found not helpful about the activity:

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5. Comments and Suggestions:

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