Chapter 1

THE PROBLEM

This chapter presents the rationale of the study, research questions,

research hypotheses, theoretical framework, conceptual framework, the

significance of the study, scope and delimitation, and definition of terms.

The rationale of the Study

Mathematics educational values are standards of behavior that are being

acquired by the students when mathematics education is formally conducted.

These include accuracy, creativity, and flexibility (Seah & Bishop, 2000).

Acquiring these values is threatened because there is a widespread perception

that mathematics is a challenging subject to master by the students from primary

school to university (Shafie, Shahdanb & Liew, 2010). There are a lot of students

not able to apply mathematical concepts and skills they have learned during their

study. The difficulties of students to understand the basic concepts will affect

mathematical learning. As a result, there is a growing pressure for all

mathematics teachers to become teachers of values, through modeling,

discussing, and critiquing values-related issues.

Meanwhile, teachers are a significant factor in overcoming the problems

mentioned above. Numerous studies reveal the impact of teacher's personality

can have on student achievement and that academic performance and student
behavior are influenced by the quality of the teacher and student relationship

(Jones, 1995).

Also, teaching strategy becomes the most critical element to educate

students in learning activities as suggested by the Committee on Agricultural

Education (1988). Anderson (1994) concluded that student outcomes might

heavily depend on the teacher's instructional planning, teaching method

selection, and having a variety of learning activities. Therefore, teaching

strategies and methods that provide students with learning situations where they

can develop and apply higher-order operations are critical for mathematics

achievement.

As observed in school, students demonstrate slow or inaccurate recall of

basic arithmetic facts, answer problems impulsively, and have difficulty

representing mathematical concepts mentally. It is reported that the students are

complaining every time their teachers give them a set of word problems. They

readily quit without even trying first.

The purpose of this study is to conduct a scientific analysis of teachers'

factors as to how mathematics education values of the students are being

influenced. Moreover, no studies have been done yet that explored these

variables in the San Agustin Institute of Technology. Thus, the study will be

commissioned.
Theoretical Framework

There are three important kinds of literature which have been used to

frame this paper. These are Transfer Theory, Shaping Theory, and Krathwohl’s

Taxonomy of Affective Domains.

Fox (1983) used the transfer theory to describe teachers who believe

that knowledge is a commodity that can transfer from one object to another.

Teachers who adopt this personal learning theory believe that knowledge is

information that can transfer from one person (the teacher) to another person

(the student). These teachers focus on the “what” and “how” of knowledge with

little to no attention to what happens to this knowledge received by the student.

There is an emphasis on the knowledge that students will receive, and the

instructional practices chosen to deliver this knowledge will have a direct impact

on students' academic learning, needs, interests, values, and future endeavors.

Blame associated with students not demonstrating possession of the

knowledge imparted to them is attributed to the student because the teacher

crafted and planned the lesson, and the choice of delivery was exemplary (Fox,

1983). The classroom lecture is an example of the transfer theory. During a

classroom lecture, the teacher is making complex knowledge less complex and

manageable (Fox, 1983). Fox (1983) suggested that there are two ways to view

the transfer theory and its formation into a teacher’s personal characteristics. At

one spectrum, the teacher views him or herself for being primarily responsible for
students’ understanding of this complex knowledge and selects a delivery

method to impart the knowledge so that it is less complex. At the other end of

the spectrum, the teacher teaches the content, and the student must assume

responsibility for demonstrating an understanding of the content.

Shaping Theory. Fox's (1983) shaping theory is used to describe

teachers who allow students the opportunities to make their own connections. A

connection occurs when there is a relationship between the information taught

and students' experiences values. The shaping theory is supported by

behaviorists who focus on learning and metacognition (Fox, 1983). An example

of the learning environment of the shaping theory is the lecture hall or a

laboratory where students engage in completing science experiments. The

processes involved in the shaping theory include the teacher presenting students

with problems and case studies, solving case studies and problems, and then

requiring students to apply the information learned to a new set of problems and

or case studies independently.

David Krathwohl’s Affective Learning is demonstrated by behaviors

indicating attitudes of awareness, interests, attentions, and values of concern,

and responsibility, ability to listen and respond in interactions with others, and

abilities to demonstrate those attitudinal characteristics or values which are

appropriate to the test situation and the field of study. The taxonomy of objectives

is ordered according to the principle of internalization. The level of affective

behaviors is arranged according to the level of internalization. Internalization of

value begins with awareness of the value. This awareness leads to a point where
value becomes internalize, and it becomes part and parcel of a person's

character consequently guiding or controlling his/her behavior (Seels &Glasgow,

1990).

Conceptual Framework

This study is anchored on Bishop’s (1999) classification of values taught in

mathematics lessons. These are general educational values, mathematical

values, and mathematics educational values. Specifically, this paper focuses only

on mathematics educational values. In particular, it shall analyze three values

namely: accuracy, creativity, and flexibility, which permeate mathematics

classrooms.

Mathematics Educational Values. These values relate to the role of

mathematics in contributing to the achievement, and critique of the social values

in society. They also involve awareness of the purpose and benefit of studying

mathematics at different levels. The most general demonstration mathematics

education values taught in mathematics lesson are accuracy, clarity,

conjecturing, consistency, creativity, effective organization, efficient working,

enjoyment, flexibility, open-mindedness, and persistence (Seah et al., 2001)

Teachers’ Personality is a blend of internal as well as external traits

acquired over a period of time. It grows continuously and can be developed over

a period of time. Most classroom problems are people problems: hence, one

requires insights into human behavior in order to teach successfully

 Schematic Diagram

Independent Variables Dependent Variables

Personality
Traits

Mathematics educational
values acquisition in terms
of:
a. accuracy;

b. creativity; and

c. flexibility.

Teaching Skills

Figure 1. Shows the relationship between independent variables and dependent

variables.
Significance of the Study
The researchers choose this problem to offer a panorama on personality

traits and teaching skills of the teacher and its influence on the mathematics

educational values acquisition by the San Agustin Institute of Technology college

education students.

This study is advantageous to the following concerns:

Dean. She will have a basis in guiding and directing teachers in the school

in promoting and teaching values education.

School. This study will lead the school to promote and recognize the

influence of the math teachers on acquiring mathematics educational values.

Teachers. They will come up and enhance a variety of approaches in

terms of promoting values in teaching mathematics.

Scope and Delimitation of the Study

This study focuses only to analyze the influence of teachers factor on the

mathematics educational values acquisition by the College Education Students in

San Agustin Institute of Technology (SAIT) for the school year 2017-2018.

Definition of Terms

Mindful of the convenience of readers, particularly those of the other fields

or disciplines, the researcher sees to ensure a common frame work and easier

understanding of key concepts or terms used in this study. These terms are

defined either conceptually and/or operationally.

Education College Students. They are the respondents of the study.

Mathematics Educational Values. These are values that are being transmitted,

specifically associated with the norms of the institutions within which

mathematics education is formally conducted. These include:

a. accuracy. This is the ability to work without mistake.

b. creativity. This is the ability to make simple things into something.

c. flexibility. Refers to the ability to adapt new ideas or procedure.

Personality traits of teacher. This on how the teacher’s behavior is exposed

including facial expression, gestures, treatment to students inside and outside

the classroom premises for the best intention on student’s mathematics learning.

Teaching skills. It refers to a group of teaching acts or behaviors intended to

facilitate students learning directly or indirectly.