Example–Conclusion Map in Teaching Simple Interest: A Lesson Study

Fleur De Cory Apasen Ngiwas, Daisy Lyn Mariano, Jayson Barsana, Michelle Cruz, Levi Elipane

Abstract



This study investigated the utilization of Example-Conclusion Map (ECM), a tool in teaching simple interest to senior high school in a university in the Philippines. With the purpose of presenting the General Mathematics course in a more relevant way to learners under the Accountancy and Business Management strand, the researchers engaged in a Lesson Study. The following issues emerged: (1) Contextualizing ECM links the topic to real life problems; and (2) Strategizing with ECM provides opportunities to engage in deep and meaningful thinking given an otherwise technical/mechanical topic. Students were able to deduce conclusions and create their own examples. By giving the learners the opportunities to discover the formula and establish how simple interest is computed through the collaboration of the learners, the facilitation of the teacher, substantive conversations, and clear understanding of the topic was evident. However, contextualization or presentation of simple interest in a meaningful and relevant context still needed to be improved. It is concluded that teaching simple interest through ECM can be a transformative topic that will not just underpin concepts on computations and algorithms, but uses critical thinking skills to analyze profound issues the community deals with like issues on social justice, loaning, and investing.


Keywords


Lesson Study, Example-Conclusion Map, Simple Interest, Problem Solving Maps, Critical Pedagogy

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DOI: http://doi.org/10.11591/ijere.v11i1.21560

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