TRENDS AND ISSUES ON MOTHER TONGUE-BASED MATHEMATICS

TEACHING AMONG GRADE 3 PUPILS

Please read the suggestion written on the bubble located in the right side pane

ALIZABETH JOY F. CAJA

 Chapter I

INTRODUCTION Commented [S1]:

A. Your introduction is too long. Make it 1 to 2 pages only
containing the following:

David (2006) opined that the learners’ language is undoubtedly one of the most important
areas of the curriculum. It is both means to an end and an end in itself. That is, any language that
a child knows and uses provides him with the tools to communicate and at the same time an
integral part of the creative process that results from this communication when the language arts
are taught with awareness, as well as enjoyment, learners gain competence of their language and
confidence in themselves. They learn to integrate the components of language into all aspects of
For the first paragraph - Your phenomenon or the observed
situation that trigger your interest
2nd paragraph – Trends ( studies and stat – international, national
and local setting)
3rd – Issues (can be presented with legal provisions with stat)
4th – Your take upon presenting the trends and issues and its
possible outcome contribution to the study which is linked with
the problem.
B. I would like to commend your effort in finding sources from
different organization such as UNESCO and DepEd. However,
please transfer some of the statement and paragraphs to the
related literature section. This would make the introduction more
readable and interesting to read.

their lives. Additionally, Clenfield (2008) opined that children learn language through all the Commented [S2]: Put in the references
Commented [S3]: Put in the references
language experiences they have, such as discussion, conversation, lectures, stories, reading,

reporting trips, parties, songs and games. They learn by participating in the language itself.

Unfortunately, the use of mother tongue in teaching Mathematics has not been

continually encouraged in the Philippine educational system. The challenges of teaching in

mother tongue in Mathematics may remains unless experts in the field of education prioritize its

implementation. Fafunwa (2008) attributed the continued retention of English as medium of Commented [S4]: Put in the references

instruction to colonial mentality. He even more stressed that children should be given early

education in mother tongue, because it will last longer in their memory than any other tongue.

Even the United Nation Education Scientific and Cultural Organization (UNESCO, 2003) found Commented [S5]: Put in the references

out that children will excel more when taught in local language. Fafunwa (2008) faulted many of Commented [S6]: Put in the references

schools today of not developing and improvising native language translation of numerals,

scientific formulas, and terms. Since English used Arabic numeral successfully, any Philippine

languages could as well borrow numeral and others from other region of the country.
Academically speaking, schools in great, highly developed countries of the world speak and use

their own languages in the academe including the newly emerging economic and industrial

powers of South East Asia, even though they were colonized.

Many studies have already revealed that teaching using the mother tongue in the early

grades enhances children’s ability to learn better compared to the use of a second or foreign

language (UNESCO, 2003 as cited by Rai, et al., 2011). It has also been reported by Dizon

(2015) that if children are taught in their daily subjects in languages which are different from Commented [S7]: Put in the references

their home language or mother tongue, they drop out from school, have low academic

performance, and repeat classes due to a high failure rate. Unfortunately, this state is still

persistent in the Philippines.

In addition, research on L2 acquisition shows that when a child masters the first language

then learning another language becomes less problematic in the habits of speech, listening,

reading, and writing (Ndamba 2008 citing Cummins, 1981). In the same manner, Langer (2009) Commented [S8]: Put in the references

also posits that children are quicker to learn, to read, and to acquire other academic skills when

instructed in the language that they speak at home rather than taught in an unfamiliar language.

In the recent educational reforms in the country, the mother tongue in the regions played

an important role especially in the educational system. To strengthen this, the Department of

Education (DepEd) has implemented the use of mother tongue as a medium of instruction

(DepEd order No. 74, series of 2009). The enhancement of the curriculum is to address the gap Commented [S9]: Put in the references

in improving the educational foundation of the learners in all subject areas through the Mother-

Tongue Based Multi-Lingual Education (MTB-MLE).

In her study, Parale (2016) asserts that the reason behind why Filipino students do poorly Commented [S10]: Put in the references

in Mathematics problem solving tasks and on achievement tests is a lack of good reading,
comprehension and writing skill. In today’s school scenario, teachers get the Mean Percentage

Score or MPS of the test result and identify the least learned competencies through item analysis

to plan an intervention program. Those practices are being done quarterly. As far as Mathematics

teaching is concerned, teachers regularly do remediation and intervention program for struggling

learners (Perez, 2015). Despite all these, the non-performing learners in the intermediate grades Commented [S11]: Put in the references

are still one of the major problems of teachers in the higher grades. It is hard for the struggling

learners to cope up in the day to day discussion in the classroom with the books or texts they

cannot even read and understand especially that if books or texts were written in English. More

so, it gets even harder for the learner during examination on how he can answer the test, if in the

first place, he cannot read and understand the texts.

Every year the number of non-numerates increases. This is determined by the teachers

who annually perform numeracy tests in Mathematics and despite the inclusion of the Mother-

Tongue-Based teaching, the scenario just get even worse. According to the consolidated report Commented [S12]: Cite the references

on Mathematics numeracy test in Catanauan District, this year’s pre-assessment shows that 2451

out of 3488 of fifth and sixth graders are non-numerates. Thus, a considerable number of learners

have not acquired basic computational and mathematical skills considering that Mathematics as a

subject is certainly one of the most fundamental subjects that helps a learner to survive and thrive

in an ever growing technological society.

Background of the Study
The use of mother tongue in teaching Mathematics remains one of the emerging concerns
in the Philippine education. Although the Philippines is abundant of different languages, the use
of mother tongue in Mathematics teaching is hardly done in schools. This scenario could be
Commented [S13]:
A. Your background of the study is interesting. However, I would
like to see a story flow out of it. I would suggest to arrange it
deductively. From the international organization down to
national, local and inside the classroom. This way of writing would
give the reader a general view of the background of the research
topic before going into an observation inside the class . However,
you can also write it in an opposite way which is inductive in
nature.
B. Most authors are not in the references. Please include them

attributed to the textbooks and printed materials written in English which are now circulating in C. You can also transfer some paragraphs in the related literature
if it is not related in your paragraph
Commented [S14]: Cite an article to back this up
the public and private school sectors. However, some of these languages are fast declining and
Commented [S15]: Strong claim, provide a citation

are about to disappear. And so, Mother Tongue Education is important. It provides learners with Commented [S16]: Basis in saying so

a strong educational foundation in the first language in terms of instruction and a stepping stone

in achieving the aims of education as well as the goal of functional literacy. Commented [S17]: Please cite this, this should be from the
context definition in-line with the DepEd.

According to the Ethnologue, there are 171 living languages spoken in the Philippines Commented [S18]: Year? Put it also in the reference

today. For the most part, this linguistic variety has not been accurately reflected in governmental

and educational policies. The current constitution declares both English and Filipino (Tagalog) to Commented [S19]: Put in the references

be the official languages of the country, as both are spoken all over the country.

Research has shown that children’s first language is the optimal language for literacy and

learning throughout primary school (UNESCO, 2008). In spite of growing evidence and parent Commented [S20]: Put in the references

demand, many educational systems around the world insist on exclusive use of one or sometimes

several privileged languages. This means excluding other languages and with them the children

who speak them (Arnold, Bartlett, Gowani, & Merali, 2006). Commented [S21]: Put in the references

Moreover, it is undeniable that the Department of Education has been encouraging

mother tongue instruction in primary education especially that the present education system is in

the advent of implementing the K to 12 curriculum and same is being insisted by UNESCO since

1953 (UNESCO, 1953) highlighting the advantages of mother tongue education right from the Commented [S22]: Put in the references
start where children are more likely to enrol and succeed in school (Kosonen, 2005); parents are Commented [S23]: Put in the references

more likely to communicate with teachers and participate in their children’s learning (Benson,

2002); girls and rural children with less exposure to a dominant language stay in school longer Commented [S24]: Put it in the references

and repeat grades less often (Hovens, 2002; UNESCO Bangkok, 2005); and children in Commented [S25]: Put it in the references

multilingual education tend to develop better thinking skills compared to their monolingual

peers (e.g., Bialystok, 2001; Cummins, 2000; King & Mackey, 2007). Commented [S26]: Put it in the references

Kolawole (2005) discovered that learners perform better whenever they are taught some Commented [S27]: Transfer this paragraph in the related lit
section
Put it also in the references
basic concept in their mother tongue. Meanwhile, Abiri (2010) stated that Mathematics taught in
Commented [S28]: Put it in the references

a child’s mother tongue has many advantages, such as overcoming limited knowledge of foreign

mathematical vocabulary. Teaching in mother tongue also bring closer to children mathematics

example and concepts, it helps the children to develop a Mathematical vocabulary in the mother

tongue. It equally helps adults who are not literate in English to understand and appreciate

Mathematics (Abiri, 2010). Commented [S29]: Put it in the references

However, issues and challenges in Mother Tongue-Based Mathematics teaching prevail.

Undeniably, one may find Mathematics a very challenging subject especially among children in

the early grades. Teachers, on the other hand, may also find the teaching of Mathematics very

tasking and challenging. Both may find the subject difficult because Mathematics language

includes collection of signs or symbols, abbreviations, axioms, lemma, methods, formulae, and

units that are necessary in mathematics teaching and learning. Understanding of its usage is

imperative and cannot be underestimated. As a result, Obodo (2007) affirmed that failure of the Commented [S30]: Put it in the references

learners to master the mathematical language lead to poor performance in the subject. Likewise,

Hoffman (2008) remarked that Mathematics has often been described as “arithmetic with letter”, Commented [S31]: Put it in the references

however notations used in Mathematics such as +, –, or ÷—are symbols while other

mathematicians believed that mathematics language are special emblem that guided the learners

on steps to take.

The uniqueness of Mathematics language has distinguished itself from other subjects.

Anyone that cannot cope with imperial and native language which is based on verbal reasoning

may likely get lost easily in quantitative reasoning where the use of Mathematics language is

necessary. Spatial and mathematical reasoning will help students to generate, retain, retrieve and

transform well structured visual images into mathematics appreciation with the aid of

Mathematics language (Lohman, 2015) Commented [S32]: Put it in the references

Basic arithmetic operations such as addition, subtraction, multiplication and division are

commonly use in occupational and educational settings where it is essential. Yet, the knowledge

of arithmetic is not enough for the learners to think reflectively and creatively. There is need for

the mastery of mathematical language and verbal ability which might be helpful for spatially

gifted learners in multiple domains. (Lohman, 2015). Commented [S33]: Put it in the references

In a local scenario, the researcher observed that children in her school are not doing well

in Mathematics. From the exam results of her pupils, it is noted that they had difficulties in

acquiring good marks in Mathematics. Being a teacher in a bilingual school, Mathematics is

usually taught using English language. Even teachers in teaching Mathematics are confined to

texts and teaching aids that are supplied by DepEd and children’s home language and materials

from children’s cultural background (cultural tools) are neglected. As a result of this, children do

not find any connection between learning mathematics and their everyday life and thus perform

poorly in Mathematics.
 Moreover, the research also noted through children’s activities and test results that some

are not able to carry out mathematical problems correctly. Children find it difficult to understand

mathematical concepts as they are not able to make connections to their daily life. The terms

used in the text books and activities do not resemble to the children’s culture. In addition,

teaching aids used by teachers are unfamiliar to children and thus they lose interest in learning

Mathematics.

The above situations prompted the researcher to conduct a study that further investigate

the Trends and Issues in Mother Tongue-Based Mathematics Teaching. In this light, the

researcher hopes to find the trends in MTB Mathematics teaching in instructional planning,

teaching strategies, assessment techniques, and instructional material construction and the

challenges in MTB Mathematics teaching. Upon knowing this information, this study aims to

develop an enhanced Mother Tongue-Based instructional material in Mathematics for Grade 3

pupils.

Objectives of the Study

This study aims to identify the Trends and Issues on Mother Tongue-Based Mathematics

Teaching among Grade 3 Pupils. Specifically, it will seek to answer the following objectives:

1. Investigate the trends in MTB Mathematics teaching in terms of:

1.1. Instructional Planning;

1.2. Teaching Strategies;

1.3. Assessment Techniques; and

 1.4. Intervention Materials.

2. Determine the issues and challenges in MTB Mathematics teaching.

3. Develop an enhanced Mother Tongue-Based instructional material in Mathematics for Grade 3

pupils.

Significance of the Study

The main purpose of this research is to identify the Trends and Issues in Mother Tongue-

Based Mathematics teaching. The results of this study will be beneficial to the following:

Grade 3 Pupils. The learners as the center of the teaching-learning process are expected

to get the best from their schooling. As such, the researcher hopes to help grade three pupils in

enhancing their mathematical skills through the output of this study which is a Mother Tongue-

Based instructional material in Mathematics.

Teachers. Teachers are considered the facilitators of learning. Through the output of this

study, teachers will be provided with an aid to teaching which is an instructional material

focusing on MTB Mathematics. By means of this output, teachers can find ease in their everyday

Mathematics teaching.

School Heads. As instructional leaders, they are the most concerned about improving the

quality of instruction in their respective schools. The results and output of this study will give

insights and ideas for them to help and support their teachers in carrying out the goals of the

teaching-learning process.
 Future Researchers. The findings of the study will serve as a reference and a guide for

future researchers who would conduct further studies related to the topic.

Scope and Limitation

This study will be limited to determining the trends and issues in Mother Tongue-Based

Mathematics teaching in Catanauan District, Catanauan, Quezon during the school year 2019 to

2020. The respondents of this study will be limited to ____ elementary teachers of Catanauan

District. Moreover, the study will only cover the sub-problems such as investigating the trends in

MTB Mathematics teaching in terms of (1) instructional planning, (2) teaching strategies, (3)

assessment techniques, and (4) intervention materials; determining the issues and challenges in

MTB Mathematics teaching; and developing an enhanced Mother Tongue-Based instructional

material in Mathematics for Grade 3 pupils. The time frame of this study will be the whole

school year 2019 to 2020.

Definition of Terms

For better understanding, the following terms used in this study are hereby defined

conceptually and operationally:

Issues in Mathematics Teaching pertain to the problems and challenges that teachers encounter

in Mother Tongue-Based Mathematics teaching. In this study, it refers to……….. (please

indicate if it is international or local issues)

Mother Tongue refers to the pupil’s first language. In this study, it refers to …(identify the L1

of the respondents)

Mother Tongue-Based Mathematics Teaching refers to the way of teaching Mathematics

wherein the Mother Tongue is used as medium of instruction. In this study, it refers to

Mathematics teaching using Tagalog or Filipino as the vernacular or mother tongue.

Mother Tongue-Based Multi-Lingual Education (MTB-MLE) refers to the use of students’

mother tongue and two or more additional languages as Languages of Instruction (LoI) in

school. In the context of this study, the term is used to describe bilingual education across

multiple language communities—each community using its own mother tongue aside

from the official school language of instruction. Commented [S34]: ? ??

This can be in the related lit. You don’t have to include it here

Trends in Mathematics Teaching refer to the recent developments in Mathematics teaching. In

this study, trends pertain to the current development in Mother Tongue-Based

Mathematics teaching.(please indicate if the development you are referering is

internationally or locally)

Define this also:

Instructional Planning

Teaching Strategies

Assessment Techniques

Intervention Materials

Mother Tongue-Based instructional material

 Chapter II
REVIEW OF RELATED STUDIES AND LITERATURE Commented [S35]:
Please double check if your authors are in the reference

The content in the related lit can be changed after the thematic
analysis of the issues and trends. For the meantime the main and
The review of literature and studies included books, journal articles, published and the sub topics will remain.

unpublished researches, and professional literatures to address the topic on trends and issues on

Mother Tongue-Based Mathematics teaching.

Mother Tongue-Based Mathematics Teaching

Mother Tongue (MT) as the medium of teaching and learning (MOTL) through the

Mother Tongue Based-Multilingual Education (MTB-MLE) is one of the curriculum reform

programs in the Philippines’ K to 12 Basic Education. This program is in compliance with the

Department of Education (Deped) Order No. 16, s. 2012, which aims for cognitive development

focusing on higher order thinking skills and academic development to prepare pupils in acquiring

mastery of the competencies, specifically, to improve learning of Mathematics from

Kindergarten to Grade 3.

Relative to this, in 2009, the Department of Education (DepEd) recognized the benefits of

teaching children using their mother tongue or first language. Local and international research

has found that children learn to speak, read, and write more quickly in their first language, and

can pick up a second and third language more easily if taught in their first language. In the same

way, they acquire other academic competencies more quickly, particularly in Science and Math.

Through Department Order 94, DepEd instituted Mother Tongue-Based Multilingual

Education (MTB-MLE), with the following major languages as languages of instruction in 2012-

2013: Tagalog, Kapampangan, Pangasinense, Iloko, Bikol, Cebuano, Hiligaynon, Waray,

Tausug, Maguindanaoan, Maranao, Chabacano, Ivatan, Sambal, Akianon, Kinaray-a, Yakan, and

Sinurigaonon. Aside from their mother tongues or first languages, the children are taught English

and Filipino as subjects focusing on oral fluency, starting in the first grade. From the fourth

grade onward, Filipino and English are introduced as languages of instruction.

However, given the dizzying variety of languages in the country—over 170 languages

spoken by various ethno-linguistic groups, with almost 50 of these spoken by various groups in

northern Philippines alone, it is not unusual for a teacher to find herself handling a first-grade

class in a public school consisting of children from different linguistic backgrounds. This poses a

challenge for the teachers: how do they make sure the students learn when they are not all

equally competent in the language of instruction?

In her 2016 paper, “A Multilingual, Multicultural and Multidisciplinary Approach to

MTBMLE: A Model for Northern Philippines”, Dr. Elizabeth Calinawagan, a professor of

Filipino and Dean of the College of Arts and Communication, UP Baguio, gives three possible

classroom scenarios a teacher may face. In the first scenario, a school may have a strong

community language as its mother tongue and the majority of its students communicating in this

language. According to Calinawagan, this scenario is more common in rural areas. In her paper,

she recommends that the teacher use a monolingual teaching-learning process, “Basic education

[here] should be in the mother tongue. Then you’ll just be transferring knowledge through a

lingua franca, and then English.” In the second scenario, there are more students whose mother

tongue is the regional lingua franca—for instance, Ilokano in northern Luzon—and the other

students use their own community/indigenous languages as their mother tongue. This scenario is

more common in densely populated cities such as Baguio City. “In one classroom in a public

elementary school, the students could have different mother tongues—Maranao, Kankanay,
Pangasinan, Ilokano. This could be problematic. The DepEd chose Iloko [as the language of

instruction], but teachers encounter difficulties because not all the students speak Iloko. Some

are more fluent in Filipino, especially in urban centers.”

Further, Calinawagan (2016) recommends that, in this case, the teacher use the regional

lingua franca as the medium of instruction, but allot a special time to the speakers of other

languages, using the regional lingua franca as a bridge to learning in other languages. The

teacher would have to consult with the students and their parents to find out what language the

child speaks at home, and to seek the cooperation of the parents in translating lessons into and

creating learning materials in the child’s mother tongue.

Additionally, in the third scenario, there could be a strong regional lingua franca, but the

students’ linguistic profiles show that they are more competent in languages of wider

communication such as English and Filipino. This is more common in private schools, where

students are sometimes pressured by the school administration, teachers, and parents to use these

languages. Calinawagan (2016) recalled a study conducted in San Carlos, Pangasinan, in which

parents were asked why they spoke to their children in Tagalog at home instead of their mother

tongue. The parents said it was so the children would find it easier to integrate at school, so they

are taught bilingually, English and Tagalog, at home.

In this last scenario, Calinawagan (2016) further suggests in her paper that lessons “may

be learned in Filipino or English, but the version in the community language/s should still be

used as a springboard for linguistic and cultural lessons embodied in that language.” She adds

that there should be strong community advocacy to make sure that residents of a community are

knowledgeable in their language.

 In all these scenarios, the teachers, especially elementary-grade teachers, are at the

frontlines, displaying heroic levels of creativity, resourcefulness and determination not just in

teaching, but in making reading and learning materials, doing advocacy work and community

mobilization, and even developing a working orthography of local languages. In a certain

locality, the teachers made “big books” by handwriting stories on sheets of manila paper, stories

in the students’ mother tongues, together with drawings to provide visual aids, of which they

then made photocopies.

As mentioned, many teachers in Northern Luzon are already multilingual. In many

localities, they have already collected and generated learning materials in the different mother

tongues. According to Calinawagan (2016), the next level of training these teachers need is in

using linguistic comparative methods toward multilingual acquisition. They must now translate

the available materials in the mother tongue into the lingua franca for multilingual pedagogy, and

so generate multilingual vocabularies, dictionaries, and grammars for use in their classrooms.

Moreover, the teachers must be trained in the techniques of linguistic and cultural

analysis. Through the continuing in-service training provided by the DepEd in partnership with

MLE specialists, these teachers can be effectively trained in these methods (Calawanagan, 2016).

In the study conducted by Llanita (2018), she claimed that the declining performance of

pupils in Mathematics has been alarming that is why in her research, she attempted to determine

the effectiveness of MTB-MLE as a medium of teaching in Mathematics to improve pupils’

achievement. It focused on the use of researcher-made Mathematics achievement tests, supported

with document analysis of relevant school forms, and interview with teachers as sources of data.

The results of the study revealed that the Mathematics pupils when exposed to either English or
Filipino language exhibited “good” performance on items in the remembering and understanding

levels while “fair” performance was noted in items where applying skills were required, whereas

pupils tend to perform better in Mathematics when Filipino is the medium of teaching and

learning. Results provided evidence that the pupils’ first language positively affect their

Mathematics achievement.

Furthermore, the uniqueness of Mathematics language has distinguished Mathematics

from other subjects. Anyone that cannot cope with imperial and native language which is based

on verbal reasoning may likely get lost easily in quantitative reasoning where the use of

mathematics language is necessary. Spatial and mathematical reasoning will help students to

generate, retain, retrieve and transform well structured visual images into mathematics

appreciation with the aid of mathematics language.(Lohman,2005) Basic arithmetic operations

such as addition, subtraction, multiplication and division are commonly use in occupational and

educational settings where it is essential. Yet, the knowledge of arithmetic is not enough for the

learners to think reflectively and creatively. There is need for the mastery of mathematical

language and verbal ability which might be helpful for spatially gifted learners in multiple

domains. (Lohman, 2005).

Israel and Thomas (2013) in their study about the effects of Mother Tongue and

Mathematical language on primary school pupils’ performance in Mathematics, they have

recommended that, indigenous language must not be only taught and use but taught properly at

all levels of educational ladder both by utilizing the outcome on research with these language

and by ensuring adequate and suitable training for the teachers concerned..The education

commission should address the mode of instruction to depend solely on the mother tongues.

Specialist in the mother tongue in this lexical committee should be involved. The use of mother
tongue and mathematical language should be prioritized so as to improve the nations

technological basis since Kolawole & Oginni (2009) affirmed that neglect of mathematics

teaching by any nation works injury to all knowledge, and eventually lead to ignoramus and

poverty. Teaching of Mathematics strictly in English should be de-emphasis to enable the

mathematics teachers explain in the mother tongue whenever they are teaching. In addition, the

use of the national language in primary schools should be encouraged: this will help to preserve a

country’s national culture and heritage. Textbooks writers, Publishers and Curriculum planners

should work together with experts in Mathematics, so as to produce standard texts in

Mathematics for the pupils’ mother tongues to gain its pride of place in schools for better

understanding of the subject. Also, society and groups should be educated on the need to support

mother tongue initiatives in the teaching of Mathematics. Finally, .mother tongue in the teaching

of Mathematics should be extended to post primary and tertiary institution so as to increase the

numbers of Mathematics learners in schools.

Issues and Challenges in Mother Tongue-Based Mathematics Teaching

The role of language as a medium of instruction in promoting an effective teaching and

learning is an issue that has occupied many scholars all over the world for many years (Orr

1987a, 1997 as cited by Deyi, et al., 2007). This role of language as a medium of instruction has

been a concern mostly in countries where immigrant children are in the minority such as United

States and Canada (Krashen, 1981 as cited by Deyi, et al., 2007). It is in these countries where

research has been widely conducted and a number of legislations have been passed and amended

throughout the years. Despite such developments, debates on the use of language persist.
 One of the latest developments in the Philippine educational system is the Mother

Tongue – Based Multilingual Education (MTB-MLE). MTB-MLE refers to the use of students’

mother tongue and two or more additional languages as Languages of Instruction (LoI) in school.

In other contexts, the term is used to describe bilingual education across multiple language

communities—each community using its own mother tongue aside from the official school

language of instruction. In South Asia, multilingual education usually follows the first definition,

learning and using multiple languages in school. In some countries, MTB-MLE includes four

languages—the students’ mother tongue or first language, a regional language, the national

language and an international language (Malone, 2007).

According to the official language policy of the 1987 Educational Act (revised in 2004),

children in Grades 1 – 3 were to be instructed in their first language, while those in Grade 4

onwards are set to be instructed using a second language (L2), which is English. This language

policy can be identified as a possible model for bilingual education (Borch & Tombari, 1997 as

cited by Ndamba, 2008).

Many studies have already revealed that teaching using the mother tongue in the early

grades enhances children’s ability to learn better compared to the use of a second or foreign

language (UNESCO, 2003; Skutnabb-Kangas, 2003 as cited by Rai, et al., 2011). It has also been

reported that if children are taught in languages which are different from their home language or

mother tongue, they drop out from school, have low academic performance, and repeat classes

due to a high failure rate. This state of affairs is still persistent in Nepal (Yadava, 2007; Awasthi,

2004 as cited by Rai, et al., 2011). Research on L2 acquisition shows that when a child masters

the first language then learning another language becomes less problematic in the habits of

speech, listening, reading, and writing (Maclaughlin, 1987; Krashen, 195; Ndamba 2008 citing
Cummins, 1981; Hawes, 1979; Obanya, 1985; & Dawes, 1988). Research that has been

conducted on language education has also shown that children are quicker to learn, to read, and

to acquire other academic skills when instructed in the language that they speak at home rather

than taught in an unfamiliar language (Langer, et al., 1990; Unicef, 1999).

Recently, in the educational reforms in the country, the mother tongue in the regions

plays an important role especially in the educational system. To strengthen this, the Department

of Education (DepEd) has implemented the use of mother tongue as a medium of instruction

(DepEd order No. 74, series of 2009).

Lartec, Bilisario, and Camanggay (2014) affirmed that the use of mother tongue in

teaching in a multilingual setting affects the way pupils learn. Mathematics teaching and learning

demands teaching strategies that does not only adapt to the interplay of the different cultures and

languages but give importance to them, too. In their paper, the authors specifically analyzed the

strategies of teachers in implementing Mother Tongue – Based Mathematical instruction in a

multilingual classroom and identified some problems that teachers encounter in implementing

them. From the phenomenological analysis of the data, the findings showed that the teachers

used strategies such as translation of target language to mother tongue, utilization of multilingual

teaching, utilization of lingua-franca, improvization of instructional materials written in mother

tongue, remediation of instruction, and utilization of literary piece written in mother tongue as

motivation.

Relative to this, some problems encountered by the teachers in implementing mother

tongue – based instruction in Mathematics include absence of books written in mother tongue,
lack of vocabulary, and lack of teacher-training. Nevertheless, the study indicated that major

attention and effort are still necessary to be given to the approach.

Absence of Math books written in Mother Tongue

This is the condition of having no textbooks or dictionaries in the mother tongue that are

needed to accommodate the needs of the learners having different mother tongues. Although one

of the strategies in implementing MTB-MLE is the improvization of instructional materials

written in mother tongue, still teachers need books that are accurate and reliable.

Reiterating the claims in the study of Lartec et al. (2014) about the challenges

encountered by teachers in implementing mother tongue-based Mathematics instruction, teachers

emphasized that they really need books written in mother tongue so that they will be able to

implement MTB-MLE successfully. Moreover, the absence of books written in mother tongue

affects the teaching specifically when translating since their pupils are speakers of different

languages.

Hall, (2010) as cited by Dekker, et al., (2008), posited that no teacher can teach

effectively without appropriate materials that are based on two components: established

government curriculum goals and pupil’s prior knowledge, culture, and value systems. With few

books available for most of the 170 languages of the Philippines, materials development appears

a daunting task (Dekker, et al., 2008).

In other words, books are one of the most needed materials in the learning process of the

pupils. Teaching and learning cannot be effective without adequate and relevant use of

instructional materials (Grant, 1978 as cited by Sunday & Joshua, 2010). In that case, it should

be emphasized that in order to effectively implement MTB teaching, curriculum should be

updated and textbooks and teaching materials should be made available in advance (Malone

2007).

Additionally, in implementing MTB Mathematics instruction, goals are not being attained

if there is deficiency of materials needed; hence, there is a need for the provision of the books

and instructional materials that are helpful to the learning of pupils which will increase their

understanding. Malone (2007) stated that literacy can only be maintained if there is an adequate

supply of reading materials. This problem can be a hindrance in the success of the

implementation of mother tongue - based instruction since the teachers are not that literate in all

the different languages of their learners; thus, the production of mother tongue textbooks and

dictionaries is a must.

Lack of Vocabulary

This is considered to be the dearth of words to use when delivering a message or

information. There is no wide range of the words or phrases used in discussing the lesson using

mother tongue; therefore, it is considered as one of the problems being encountered by the

teachers (Malone, 2007).

The above statements explain that though teachers are residents of Baguio City, their

knowledge on the different languages of the city is not enough to deliver the lesson. They cannot

say that they have enough vocabulary especially that their pupils are not fluent in the lingua

franca and not all words from the target language have equivalent terms in the first language.

In addition, teachers may experience difficulties in teaching their pupils because they

cannot think of the right word that is exactly the equivalent of the source language, putting them

in a situation that will bring confusion to the pupils. This scenario implies that the teachers need
to be a linguist and/ or polyglot in order to address the needs of the pupils. This makes their

learning interactive and meaningful. This means that the task of educating children becomes

much more difficult when teachers have to face a heterogeneous group with multilingual and

multicultural background (Pai, 2005).

Lack of Teacher-Training

Lack of teacher-training includes unpreparedness of the teachers to teach their learners

with the use of mother tongue as their medium of instruction considering that their pupils have

different mother tongues. Pai (2005) asserts that at times, teachers are not prepared because they

have not undergone any training regarding MTB-MLE. Having limited background in using

mother tongue as a medium of instruction can hinder in becoming an effective teacher.

Training and seminars are important for teachers who are teaching multilingual learners

because they need to be oriented and guided on how to handle learners with different languages.

Also, through training and seminars, the teacher’s knowledge is enriched because they are being

involved in the different workshops during seminars.

Seminars and training also served as an opportunity for the teachers to learn from and

interact with the different participants. This is supported by Dutcher (2004) who stated the

teachers need training in using first language in the classroom and that the materials have to be

appropriate, available, and interesting to the pupils, as well used. If they are not being used (the

case in Guatemala from the recent study of the Grade 6 graduates) learning is not progressive.

Most teachers need training in methodology so that they can exploit the advantages of teaching

in the language that children can understand (Dutcher, 2004). This means less emphasis on rote
learning, repetition and copying, and more on peer-to-peer interaction and on encouraging

students to think for themselves, read, and come to their own conclusions (Dutcher, 2004).

Finally, this suggests training programs for teachers to enhance their skills and to enrich

their knowledge regarding the implementation of mother tongue – based instruction and to

improve their vocabulary with the use of mother tongue they are using.

With pupils who are not all speakers of the same mother tongue, teachers have difficulty

when they are not expert of the different mother tongues. In this situation, the teacher would

rather use the language that is understandable to the pupils. This weakens the implementation of

mother tongue.

Trends in Mother Tongue-Based Mathematics Teaching Commented [S36]:

Please make this as your additional subtopics since this is in your
objectives:
Instructional Planning
In the study of Guzman and Chua (2012), they have discussed few developments in Teaching Strategies
Assessment Techniques
Intervention Materials
teaching Mathematics using mother tongue. These were based on the answers given by the

respondents of their study and the observations they have conducted among teachers in the

implementation of mother tongue – based Mathematics instruction in a multilingual setting,

several themes emerged. These themes are (a) translation from target language to mother tongue,

(b) utilization of multilingual teaching, (c) utilization of lingua-franca, (d) improvization of

instructional materials written in mother tongue, (e) remediation of instruction, and (f) utilization

of literary piece written in mother tongue as motivation. Commented [S37]: Make sure that the discussion of the
themes below are not from one article only for you will have a
problem regarding plagerism

Translation of target language to mother tongue.

 Translation is very beneficial to learning when it comes to learning through the use of the

students' mother tongue because it serves as a bridge to connect students to the lesson.

Translation is sometimes referred to as the fifth language skill alongside the other four basic

skills of listening, speaking, reading, and writing. “Translation holds a special importance at an

intermediate and advanced level: in the advanced or final stage of language teaching, translation

from first language (L1) to second language (L2) and from L2 to L1 is recognized as the fifth

skill and the most important social skill, since it promotes communication and understanding

between strangers” (Ross, 2000 as cited by Kavaliauskiene, 2009). It is commonly believed that

translators are better at translating into their native language than into a second language. For the

respondents of the study, translation is important for the reason that it helps them address the

needs of the pupils who have different languages. Moreover, teachers need to translate the lesson

using all the pupils’ mother tongue for better understanding.

Moreover, translation can be applied in every aspect of learning. The teachers use Math

books written in English and translate the content to the pupils’ mother tongue. The teachers

have no option but to use English books because there are no available books written in the

mother tongue. Through translation, it helped the students understand more the materials that

they are using. This means that translation plays a vital role in teaching and in learning.

The results of the study of Guzman and Chua (2012) support the claim of Dickins (2005)

as cited by Jabak (2013) that translator training normally focuses on translation into the mother

tongue, because higher quality is achieved in that direction than in translating into a foreign

language. Moreover, teachers translate for the learners to have a better understanding of the

lesson. Also, the pupils respond actively to the discussion and many of them participate when
their mother tongue is used as a medium of instruction, unlike when the teacher use English

where only two or three take part in the discussion as revealed from the observation conducted.

Utilization of multilingual teaching

Multilingual teaching is when teachers use varied languages in the whole duration of

teaching for the reason of accommodating students who do not speak a particular language and

including them in the discussion. This is defined as speaking two or more languages in a growing

worldwide phenomenon (Milambiling, 2011).

In addition, Milambiling (2011) posits that when the teacher uses varied language such as

the pupils’ mother tongues in delivering her lesson, the more pupils understand clearly the

discussion. This means that the teacher has to be versatile in making ways to cater to the needs of

the students. Therefore, being a multilingual teacher is an advantage in teaching pupils with

different languages. The teacher’s flexibility in using other languages means that there are fewer

problems in translation. In line with translation of the different mother tongues, being a

multilingual teacher is needed to match the skill of translating. If the teacher knows every

language of his/her pupils then the demands of every learner to use his/her own language will be

met. The teacher can cater to the individual needs of the learners by translating the lessons he/she

is teaching in the different mother tongues of the learners in the classroom.

Garcia (2008) as cited by Milambiling (2011) asserts that multilingual language

awareness is a necessity for teachers of multilingual students. Besides knowing about languages,

subject matter, and teaching methodology, teachers should have an understanding of the political

struggles and social circumstances of pupils. This trend also allows the students to explore and

learn the language of others.

 Milambiling (2011) further states that those who speak more than one language are also

generally more aware of sociolinguistic variables and functions than those who speak one

language, and they are adept at switching between different regional varieties, registers, and

formal and informal language styles. This same author stated that the advantage of being a

multilingual is that it creates different kinds of connections in the brain, which gives multilingual

individuals an advantage in some respects compared with monolingual individuals.

Utilization of lingua-franca

Lingua-franca is a language that is widely used as a means of intercommunication among

speakers of different languages. the dominant language that is being used by a majority opf the

pupils should be used by the teachers as their medium of instruction since it is the language that

is widely used by the learners in the school and at the same time at home. This further reveals

that when it comes to using mother tongue in Mathematics teaching, the teachers should use the

language that is most dominant language in class. In this way, learners can be more participative

in discussions.

According to Swadesh (1951) as cited by Milambiling (2011), lingua-franca is a folk

language; it can be used with all the advantages of any other mother tongue as an effective

instrument of instruction in the areas where it is the folk language. The fact that the language

may be pidginize will not detract from this value on the lower level of instruction; a pidginize

mother tongue is nonetheless a mother tongue. For more complex purposes than elementary

instruction, there may be problems of adapting the medium to the subject matter. Finally, using

common language in a multilingual setting allows the learners to become active participants

during class discussion and activities since they understand each other.
Improvization of instructional materials written in mother tongue

Instructional materials are the basic channel of communication in the classroom for the

purpose of bringing about effective teaching and learning. Instructional resources in teaching and

learning make students learn more and retain better what they have been taught and that these

instructional resources also promote and sustain pupils’ interest. These resources also allow the

learners to discover themselves and their abilities.

Likewise, teacher-made instructional materials written in English but translated in the

learners’ native languages to motivate students and for the learners to participate. These

instructional materials are entertaining at the same time educational and can cater to the different

senses. This is one way of motivating the class to participate during the discussion. Instructional

materials are vital to teaching-learning process (Sunday & Joshua, 2010). Teaching can only be

effective when adequate and relevant instructional materials are used (Afolabi, Adeyanju,

Adedapo & Falade, 2006 as cited by Sunday & Joshua, 2010).

Moreover, Sunday and Joshua (2010) assert that with the use of mother tongue as a

medium of instruction, instructional materials should also be written in mother tongue to achieve

consistency. These instructional materials are prepared based on the interests and needs of

learners. The poems, songs, and stories were translated by the teacher because there are no books

written in the mother tongue. Thus, the use of instructional materials written in mother tongue

enhances learners’ awareness of their own language which can lead to their proficiencies of the

said language. This is also a way of appreciating their own language, using it in the class and

making materials with it.

Remediation of instruction
 In Mathematics instruction, there are times that learners need remediation. This requires

pupils to stay after class hours for an extra learning especially for those pupils who have

difficulty with the lessons and for those who are behind in their lesson. This means that the

teacher will tutor to accommodate all the learners despite of their levels of intelligence. In

conducting remedial classes, the teacher uses mother tongue as the medium of instruction.

In the same study, Milambiling (2011) concludes that remediation of instruction was

thought of as best way to help their pupils who are failing to excel or follow in Math class.

Having their proof that most of the class are always participating by the help of the mentioned

strategy and that the discussion is more interactive, the teachers concluded that this strategy is an

effective one for both the teachers and students.

Also, a remedial class is a learner’s opportunity to ask the teacher about his/her

difficulties in understanding the lesson especially when the problem has something to do with the

mother tongue the teacher is using during the class discussion. In this case, it will also help the

pupils learn most, from utilizing their mother tongue.

Utilization of literary piece written in mother tongue as motivation

Literary pieces are used by teachers as a springboard to teach other concepts or ideas that

are beneficial to the pupils. Teachers integrate literature within the discussion and these literary

pieces are already translated in preferred mother tongue.

There are four main reasons that lead a language teacher to use literature in the classroom

namely: valuable authentic material, cultural enrichment, language enrichment, and personal

involvement (Hişmanoğlu, 2005 citing Collie & Slater, 1990). Also, in order to get the interest of

the learners, she used songs and poems that were written in mother tongue because if she uses
native songs, the learners will develop love and appreciation of their own language and culture.

In addition, using songs written in mother tongue allow the students to understand the meaning

of the song or poem because they are mother tongue users inside and outside the school.

Literature of any kind can be important for children of other cultures and is a powerful

tool to weaken and dissolve racism. Multicultural literature can also play a very important role

for teachers. This serves as an instrument for the teachers to see first in themselves the

importance of being a multicultural person in order to appreciate the different cultures found or

emanating from the literature that they are reading or they are teaching. Through this, they can

impart to their students the importance of having a multicultural literature so that in turn the

students will also understand and appreciate different cultures. The teachers must be very keen in

selecting the different literatures that can show the diversities of cultures of the pupils especially

those that are found in the classroom. Multicultural literature can be used as a tool to open

pupil’s minds. It helps to stimulate an understanding of diversity in the classroom and helps to

build an understanding of and respect for people from other cultures (Boles, 2006). Also,

multicultural literature can be used to eliminate racism (Colby & Lyon, 2004 as cited by Boles,

2006).

Finally, in the case of Baguio City having different languages, the mentioned strategies

are beneficial for the pupils to have a meaningful learning since the learners are exposed to

different languages and cultures.

Conceptual Framework

INPUT PROCESS OUTPUT

 Trends in MTB
Mathematics  Interview with
teaching, as to: the respondents

1.) instructional  Coding the Mother

planning; responses Tongue-Based
2.) teaching Instructional
strategies;  Analysis and Material
3.) assessment interpretation for Mathematics 3
techniques; and
4.) instructional
materials

 Issues and
challenges in MTB
Mathematics
teaching

Figure 1. A modified Input-Process-Output (IPO) Model of the Study

Figure 1 shows the research paradigm of the study following the Input-Process Output

model. The input consists of the identified trends in MTB Mathematics teaching in terms of

instructional planning, teaching strategies, assessment techniques and instructional materials.

Another input includes issues and challenges in MTB Mathematics teaching. Meanwhile, the

process includes the conduct of interview among respondents, coding of the responses and

analysis and interpretation of the data gathered. Finally, the study is expected to produce an

output which is a Mother Tongue-Based instructional material in Mathematics 3.

 Chapter III
METHODOLOGY

This chapter presents the locale of the study, research design, population and sampling,

instrumentation, and data gathering procedure to be considered to come up with consistent

findings.

Locale of the Study

This study will be conducted in Catanauan I district in Catanauan, Quezon. Aside from its

proximity to the researcher, the locale was chosen because of the ample size of possible

respondents that the researcher can get. The primary respondents of the study will be ten (10)

elementary Mathematics teachers in Catanauan 1 district. The data gathering will be conducted

depending on the availability of the class schedule to ensure accurate use of time on task upon

the approval of the public school district supervisor of Catanauan I district and the school

principals of the concerned respondents. The researcher strongly believes that the schools, as

well as the pupils in her own district, should be the first-hand benefactor of this research that is

why she has chosen this as the locale of the study.

Research Design

The descriptive method of research will be used in this study employing the qualitative

type of research wherein the interview will be used to gather the needed data from the

respondents. This method of research will be used because the primary objective of the study is
to identify the trends, issues, and challenges in mother tongue-based Mathematics teaching and

the answers could be best elicited from the respondents through an interview.

Population and Sampling

This research will involve ten (10) elementary Mathematics teachers in Catanauan 1

district in Catanauan, Quezon. They will constitute the respondents of the study who will

undergo interview so that the researcher can extract the necessary answers for the research

objectives. Moreover, the researcher will prepare guide questions to be asked among the

respondents as anchored with the research objectives. Purposive sampling will be used in

choosing the teacher-respondents since this research calls for the answers of elementary

Mathematics teachers The researcher believed that this sampling technique was the most suitable

in choosing samples for this study to be able to come up with best results.

Instrumentation

Since this study involves qualitative analysis of data, the researcher will utilize interview

as the main data gathering tool. The research tool includes questions which will be framed by the

researcher based from the research questions. It will be composed of general and sub-questions

which will help the respondent extract the necessary answers for the research objectives.

To validate the said interview tool, the researcher will seek the expertise of her research

adviser and/or master teachers in Catanauan 1 district to review the content before the researcher

officially conduct the interview among the teacher-respondents.

Data Gathering Procedures

The researcher will request permission through a formal letter for validating and fielding

of the questionnaire from the schools division superintendent of the DepEd-Division of Quezon.

After this, permission from the public schools district supervisor of Catanauan I district will be

sought by the researcher. Upon approval, the request letter will be then presented to the

respective school principals of the teacher-respondents who will undergo interview. The

interview will be done in the most convenient and available time for the respondents so that their

class will not be compromised. Likewise, the respondents’ responses will be treated with utmost

confidentiality and shall only be used for the purpose of the study. After confirmation of the

schedule, the researcher will personally approach the teacher-respondents, explain the purpose of

the study and finally conduct the interview. After the instrumentation, the responses gathered

will be transcribed, coded, analyzed, and interpreted by the researcher.

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