Exploring Filipino Children's Literature in Teaching ...
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1 Exploring Filipino Children’s Literature in Teaching Mathematics for Primary Grades Charmane T. Espejo Faculty Philippine Normal University, Manila [email protected]
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1
Exploring Filipino Children’s Literature in Teaching Mathematics for
Primary Grades
Charmane T. EspejoFaculty
Philippine Normal University, [email protected]
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❏Background❏ Theoretical underpinning❏Criteria for selecting Children’s Literature❏Sample Mathematics Lessons using Filipino
Children’s Literature
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Background❏RA 10533❏DepEd Order no. 16 s. 2012❏Every Child a Reader Program (ECARP)❏UNESCO Guidelines on language and education
(2013)❏National Association for the Education of Young
Children (NAEYC) and National Council of Teachers in Mathematics (NCTM) position statement
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Theoretical Underpinning
❏Reader Response Theory Louise Rosenblatt (1982) in Vacca & Vacca (2002)
❏Efferent stance❏Aesthetic stance
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Purpose❏ explore the potential of integrating Filipino children's
literature in one-unit lesson (measurement) in Mathematics for primary grades
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Learning Areas in Mathematics
Numbers and number sense
Measurement
Geometry
Patterns and algebra Probability and Statistics
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K-3 Standards for Mathematics in the Philippines
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Criteria in selecting literature for mathematics instruction(Phyllis and Whitin, 2004)
❏mathematical integrity❏ potential for varied responses❏ aesthetic dimension❏ ethnic, gender, and cultural inclusiveness
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Criteria for sample lessons (adapted from Goldstein, 2007)
• alignment of competencies in the curriculum, • ability to integrate reading, writing, and arithmetic, • accuracy of the content, • relevance of activities, • activities are age-appropriate, and • activities are easy to follow
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Peer-Reviewed
❏Elementary Education or Early Childhood Educationand Reading Education
❏ doctoral students (18 academic units)❏ k-3 classroom teachers for five years❏ faculty in teacher education institution
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Lesson: Days of the Week
Activities: 1. Weekly planner2. Read-aloud3. YC- Posted the pictures near
the name of the days. Arranged the days referring to the activities of Peles.OC- convert number of days to weeks or vice versa
5. Retold one’s activities for a week by drawing and writing.
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Lesson: Months of the Year
Activities: 1. KWL Chart2. Read-aloud3. YC- Matched the activity to
the name of the month and arrange the months in order starting January OC- Convert number of weeks to months to year
5. Class album of monthly celebrations
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Lesson: Telling Time
Activities: 1. Used semantic map to write
words asscoiated with the clock.
2. Read-aloud 3. YC- Taught time by hour, half,
past and quarter to, and drew the hand of the clock on the activities they did in a day OC- Write time in minutes including a.m. and p.m.,convert time measures
5. Drew and wrote their activities and used the standard format of the time.
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Lesson: Measuring Lenght
Activities: 1. Compared the length of hair of
two children. 2. Puppet show3. YC- Compared the length of
their tails (long/er, short/er)Used the non-standard unit of measuring length(thumb/hand/arm span)
OC- Use ruler or tape measure to measure cm. and m.
4. Measured the things around the classroom using non-standard and standard unit
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Lesson: Measuring Weight
Activities: 1. Used semantic map to
brainstorm on the products that they can see in the market
2. Read aloud3. YC-Compared the weight of
the products using a hanger. Used the words heavy, heavier, light/er. OC - used weighing scale to measure g. and kg.
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Lesson: Measuring Capacity
Activities: 1. Recalled favorite Filipino
miryenda and its ingredients2. Read aloud3. YC-Filled in an empty
container with spoons, scoops, and cansOC- Use different measuring tools
4. Prepare a simple Filipino miryenda using non-standard and standard unit for capacity. Write their experiences on food preparation.
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Conclusion
• Filipino children’s literature can be used in teaching mathematics.
• It creates context relevant to the children.• It promotes positive attitudes towards
mathematics, reading and writing.
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ReferencesDepEd Order no. 16 s. 2012Espada, Janet. (2012). The Native Language In Teaching Kindergarten
Mathematics. Journal of International Education Research (JIER). 8. 10.19030/jier.v8i4.7282.
Fisher, Douglas & Frey, Nancy & Williams, Douglas. (2002). Seven Literacy Strategies That Work. Educational Leadership. Vol 60 (3)
Hafiz, Mohammed & Farik, Mohammed. (2016). Effectiveness Of Teaching & Learning Mathematics Using Children's Home Language And Cultural Tools. International Journal of Scientific & Technology Research. 5. 123-127.
Israel, O.O and Thomas, O. O (2013). Effect of Mother Tongue and Mathematical Language on Primary Pupils Performance in Mathematics. Journal of Emerging Trends inn Educational Research & Policy Study; Jun2013, Vol. 4 Issue 3, p542. Retrieved from http://connection.ebscohost.com/c/articles/9025
4031/effect-mother-tongue-mathematical-languageprimary-school-pupils-performance-mathematics.
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ReferencesIsrael, O.O and Thomas, O. O (2013). Effect of Mother Tongue and Mathematical Language on Primary
Pupils Performance in Mathematics. Journal of Emerging Trends inn Educational Research & Policy Study; Jun2013, Vol. 4 Issue 3, p542 Retrieved from http://connection.ebscohost.com/c/articles/90254031/effect-mother-tongue-mathematical-languageprimary-school-pupils-performance-mathematics.
Lartec, J. K., Belisario A. M., Bendanillo, J. P., Binas-o, H. K., Bucang, N. O., & Cammagay, J. L. W. (2014). Strategies and Problems Encountered by Teachers in Implementing Mother Tongue – Based Instruction in a Multilingual Classroom. IAFOR Journal of Language Learning, 1(1). https://doi.org/10.22492/ijll.1.1.04
Mufanechiya, A. & Mufanechiya, T. (2011). Using mother tongue as a medium of instruction in the teaching of mathematics in the Zimbabwean junior primary schools: Desirable or feasible?, Journal of Asian Scientific Research, Asian Economic and Social Society, vol. 1(4), pages 194-203, August.
Medillo, Constantino. (2018). The Experiences of Mother Tongue-Based Multilingual Education Teachers in Southern Leyte, Philippines. International Forum Vol 19 (2)
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ReferencesNational Association for the Education of Young Children (NAEYC) and the National
Council of Teachers of Mathematics (NCTM). Early Childhood Mathematics: Promoting Good Beginnings. [Policy Statement] Retrieved from https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/psmath.pdf
National Association for the Education of Young Children (NAEYC) and theInternational Reading Association (IRA). Learning to Read and Write: Developmentally Appropriate
Practices for Young Children [Policy Statement] Retrieved from https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/PSREAD98.PDF
RA 10533Vacca, R. T., & Vacca, J. A. L. (2002). Content area reading: Literacy and learning across
the curriculum. Boston: Allyn and Bacon.
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Exploring Filipino Children’s Literature in Teaching Mathematics for
Primary Grades
Charmane T. EspejoFaculty
Philippine Normal University, [email protected]
