Integration of Ignatian values in the development of algebraic thinking via utilization of quasi-variables: A lesson study

Marian Grace Tan Veloso, Raquel Lamanilao, Lucio Landanganon

Abstract


This paper reflects on the outcome of lesson study in teaching the concept of algebraic equations utilizing quasi-variables. Furthermore, it examines the integration of Ignatian Values and social issues in learning the said concept.  This study aims to establish a culture of planning, collaboration, and reflection in developing the understanding and relevance of mathematical concepts in grade school through Lesson Study. Lesson Study is a classroom-based practice where teachers closely collaborate to plan, teach, observe, reflect, revise then share a single topic or lesson in class. This study is descriptive-qualitative, which focused on looking into the development of algebraic thinking from quasi-variable thinking in teaching the concept of algebraic equations and its impact on pupils’ understanding. Furthermore, this study also looked into the importance of the teacher’s role as a catalyst for pupils to achieve a meaningful and relevant learning experience in mathematics. Generally, the pupils came up with similar generalization about the dynamics of algebraic equations and how similar concepts can be applied in their daily lives. The observers’ over-all assessment of the instruction supported the pupils’ feedback. The post-lesson discussion revealed that the use of quasi-variable thinking in developing algebraic thinking among pupils and the integration of Ignatian Value and social issues to further support pupils’ understanding and appreciation of the subject matter. Some recommendations include improvement in the use of materials and the process questions asked for a more meaningful lesson. Implementation of the lesson after revision is also recommended. Furthermore, the practice of lesson study is highly recommended in teaching other essential topics in mathematics and even other disciplines. 



Keywords


lesson study; algebraic thinking; quasi-variable thinking; Ignatian values

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DOI: http://doi.org/10.11591/ijere.v10i4.21583

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