Modular Distance Learning: Effectiveness, Challenges and Opportunities to the

Indigenous People Learners of Carol-an National High School

NICK C. GADOR

February 2021
 CHAPTER I

INTRODUCTION

Indigenous People are often thought as the primary stewards of the planet’s biological

resources. They are distinct populations with ways of life, education and cosmological insights

which are an invaluable treasure house for all humanity. They are called “First people”, tribal

people, or aboriginals because they were living on their lands before settlers came elsewhere

(Hector, 2011).

Mathematics pervades everyday lives, sometimes obviously and sometimes on a more

hidden or implicit level. Cultural mathematics means the way people use their own measuring

units in their daily lives, when shopping or in any other activities that require measurement. In its

activities, people use their cups, pots or any other object available as measurement units.

Ethnomathematics, deals with mathematics that is practiced within different tribal groups

and is mainly influenced by the norms, beliefs, and the values that are important to these groups

of people. The mathematical practices among the cultural set-ups normally include symbolic

systems, spatial designs, practical construction techniques, calculation methods, measurement in

time, space, and specific ways of reasoning, which can be translated into formal mathematical

representations within identifiable cultural groups.(D'Ambrosio, 2000) Thus, it is very important

to enhance the understanding of cultural diversity of mathematical practices, and to apply this

knowledge to the development of teaching and learning of mathematics.

The Proclamation No. 486 of President Macapagal-Arroyo and Proclamation No. 1124of

President Ramos, declared October as “Indigenous People’s Month” to highlight the significant

aspects of the material and non-material culture of the indigenous people of the Philippines and
to remind us of the need to preserve and protect country’s indigenous people. It was with this

premise that the researchers conducted the study on the mathematical practices of Indigenous

People of Tribu Karulanon.

In the Philippines, President Rodrigo Duterte mandated the Department of

Education (DepEd) to delay, if not, cancel face-to-face teaching for as long as
the vaccine for the coronavirus disease is not yet made available to the
general public. However, opting not to delay education, DepEd introduced
alternative learning delivery modalities that utilize modern technology.

DepEd coined the term distance learning, “where learning takes place between
the teacher and the learner who are geographically remote from each other
during instruction.”

Note: Distance learning is not only limited to online learning.

This approach has three types of delivery modalities, depending on the

students’ available resources: the Online Distance Learning (ODL), Modular
Distance Learning (MDL), and Self-learning Module (TV/Radio-Based
Instruction).

Another alternative learning modality for the new normal

is Modular Distance Learning.

Modular Distance Learning features individualized instruction that allows

learners to use self-learning modules (SLMs) in print or digital
format/electronic copy, whichever is applicable to the learner. Learners under
Modular Distance Learning can also use other resources such as Learner’s
Materials, textbooks, activity sheets, study guides, and other study materials.
Usually, teachers will have to deliver appropriate learning materials. However,
students can also access these materials by downloading electronic copies
through their computer, tablet PC, or smartphone.

The teacher takes the responsibility of monitoring the progress of the

learners. If possible, they will conduct home visits to check on each student’s
progress and performance.
You Might Also Want To Read: Self-learning Module: Here’s what you need to know

Likewise, learners may ask for assistance from the teacher via email,
telephone, text message/instant messaging, etc. Parents or any member of
the family, on the other hand, may serve as a guide or para-teachers to
learners at home.

Materials/gadgets students will need/use:

 Digital format
 Computer, Tablet, Smartphone, CD/DVD, USB
 Printed Module
 Textbook, Activity sheets, Study guide

Statement of the Problem

The researchers had chosen to undertake this study in order to know the Modular Distance
Learning: Effectiveness, Challenges and Opportunities to the Indigenous People Learners of
Carol-an National High School, Barangay Carol-an, Kabankalan City, Negros Occidental.

Specifically, the study aimed to answer the following questions:

1. What are the specific experiences of indigenous that apply math concepts?
 2. What are the practices of indigenous people in their day to day activities that applies

mathematical concepts?

Scope and Delimitations of the Study

As a socio-cultural investigation, the study focused on the indigenous people of Barangay

Carol-an taking into consideration the mathematical concepts in their practices which influences

the way they live. It included three participants that were purposively choosen by the Chieftain

from the elders on the tribe. A documentary investigation was conducted in order to gather

substantive data of the mathematical practices of indigenous people of Barangay Carol-an,

Kabankalan City, Negros Occidental.

Significance of the Study

This research study was significant to the following:

National Commission for Indigenous People. The result of the study will serve as guide

and basisabout the mathematical concepts on the practices of Tribu Karolanun.

School Administration. The result would provide baseline information for

administrators to come up with developmental programs like community services related to

giving importance on the mathematical practices of the indigenous people of Carol-an.

Teacher Training Institution. This study would be the basis of information of the

program of the school, which could help the indigenous people in promoting their existing

mathematical practices.

Mathematics Teachers. The gathered documents could be useful as authentic materials

that teachers could integrate in their lessons. The use of said documents in classroom activities
would help promote not just the mathematical practices of the place but also the cuture of the

indigenous people.

Community Members. This study would help them understand and value the

mathematical practices of indigenous people in Barangay Carol-an. This would further inform

them of their responsibilities in the promotion and giving importance on the mathematical

practices of Indigenous People.

Indigenous People. The result of the study would help the indigenous people of Carol-an

to appreciate of their identity as Tumandoks of the place. Likewise, it would be a great help in

the promotion and preservation of their culture in terms of their mathematical practices as

indigenous people.

Parents. This study would help the parents to widen their perspective in nurturing their

children about the existing mathematical practices they have across the culture in which they

belong.

Students. This study would give awareness about the existing mathematical concepts on

the practices based on a specific culture. These would give them right perspective on how unique

are the culture of Indigenous People.

Researchers. This study is very useful to future researchers. It could provide them more

information and knowledge about the mathematical concepts on the practices of indigenous

people of Barangay Carol-an who might wish to have a similar study.

Definition of Terms

In order to provide the readers a clearer understanding on the concepts of the study, the

following terms are defined conceptually and operationally.

 Beliefs. This term conceptually refers to the assumption, theories, explanations,

conclusions and states of mind which we choose, at some levels has mechanisms to help us

makes sense out of our experiences. (Sierpienska, 2001)

Operationally, it refers to a person's view and understanding on particular things, on their

ritual and faith.

Culture. Culture comprises traditional ways of making sense of and conducting oneself

in the world. Culture applies to any group with coherent norms and traditions that help members

to engage themselves in the world around them (Olivier, 2000).

Operationally. It refers to the belief, art, moral, law, custom and any capabilities and

habits acquired by the aboriginal people of Carol- an as a member of their society.

Elders. A person of greater age than someone and somebody who is higher in rank

(D'Ambrosio, 2000).

Operationally, it refers to the chieftain and Indigenous People Mandatory Representative

and other indigenous people of Barangay Carol-an who are organized and authorized by the

NCIP office.

Ethnic group. This term conceptually has Latin and Geek origins “Ethnicus and

Ethnikas” both meaning nation. It has been used historically to refer to people heathens, ethnos,

in greek, means costum, disposition or treat. Ethnikas and ethos taken together therefore can

mean a band of people (nation) living together who share and acknowledge common custom.

(Trimble, 2010).

Ethnic group, operationally refers to the group of natives who only mingle to their own

race, language, religion and culture. The indigenous people of Carol- an organized themselves on

the basis of an assumed common cultural origin.

 Ethnomathematics.The termethnomathematics is the cultural anthropology of

mathematics and mathematical education and explains that ethno mathematicians emphasize and

analyse the influence of socio-cultural factors on the teaching, learning and development of

mathematics. (Gerdes, 2004)

Ethnomathematics, operationally refersto the mathematical practices among identifiable

cultural groups, such as national-tribal societies, labor groups, children of a certain age bracket,

and so on.

Indigenous Cultural Communities/Indigenous People. Conceptually, refers to those

non-dominant groups in our country, which possess and wish to preserve ethnic, religious, or

linguistic traditions or characteristics markedly different from the rest of the population (De

Leon, 2005).

Operationally, it refers to the Indigenous Group of Carol-an known an as Tribu

Karulanun.

Mathematical Practices. It is the working practices of professional mathematicians (e.g.

selecting theorems to prove, using informal notations to persuade themselves and others that

various steps in the final proof can be formalized, and seeking peer review and publication),as

opposed to the end of the result of proven and published theorems. (Eglash, et. al, 2006)

Operationally, it refers to the mathematical practices and ways of indigenous people of

Tribu Karulanon that they use in their day to day activities.

CHAPTER II

REVIEW OF RELATED LITERATURE

 This chapter presents the review of the related literature on mathematical practices of

indigenous people. This is done in order to provide readers an insight concerning the topic under

investigation. The related literature is organized according to its significance and relation to the

study. This will help the researchers to clarify the direction of the research study and provide

information to reinforce the facts pertinent to the investigation.

Sumardyono as cited by Lushyalice (2016) stated that the objects of mathematics are

social-cultural-historical, meaning that mathematics and learning the common property of all the

people. Therefore, mathematics has always been part of human culture even in the simplest form.

This means that culture and mathematics related each other. This is in contrast with mathematics

that is regarded as a perfect science with absolute truth and not related to everyday life.

Mathematics always taught at schools as a culturally free subject involved learning that

supposedly universally accepted facts, concepts, and contents.

Ethnomathematics

In contrast to "academic mathematics", i.e. the mathematics which is taught and learned

in schools and universities, called ethnomathematics "the mathematics which is practiced among

identifiable cultural groups, such as national-tribal societies, labor groups, children of a certain

age bracket, professional classes, and so on" (D'Ambrosio, 1985a: 45).

It is a mathematics that takes into consideration the culture in which it has arisen. In order

to gain a deeper understanding of the cultural aspects, which encompass mathematical structures,

one needs to consider ethnomathematics as the development of structures and systems of ideas

involving numbers, patterns, logics, and spatial configurations. This further involves the

examination of the origins of such concepts and how these are used in various cultures. Its

identity depends largely on the foci of interests on motivation and on certain codes and jargons,
which do not belong to academic mathematics (D’ Ambrosio, 1985) and as a methodology, it is

to track and analyse the processes of generation, transmission, diffusion and institutionalisation

of mathematical knowledge in diverse cultural systems (D'Ambrosio, 1990).

Further, Ambrosio (2000) defined ethnomathematics as a cultural anthropology of

mathematics and mathematical education. In addition, Ethnomathematics is a field of study

which examines the way people from other cultures understands, articulate and use concepts and

practices which are from their culture and which the researcher describes as mathematical

(Barton, 2007).

The processes that were intensively developed by D'Ambrosio, who coined the term

"ethnomathematics", and has since made important theoretical contributions as well as laid down

research guidelines in ethnomathematics. As views of mathematics as "culture-free" and

"universal" have been rather dominant in the academia, ethnomathematics emerged relatively

late. It may be described as the study of mathematical ideas and activities as embedded in their

cultural context (Zaslavsky, 1979; Gerdes, 1996).

Mathematical ideas develop anywhere because people living in different cultures may be

doing the same thing. These human activities are very important in developing mathematical

ideas that includes counting, locating, measuring, playing games, designing, and explaining.

Ethnomathematics is a discipline that adopted a broad conception of mathematics that occurs

across cultures in six aspects that occurs frequently of an informal nature and part of the

indigenous knowledge of people and one of which is measuring that deals with comparisons

according to one or more attributes like length, area, volume, weight, temperature, speed, and

duration (Bishop, 2002).

 A broader definition of ethnomathematics is to be more than just the study of

mathematical ideas of non-literate peoples (Powell & Frankenstein, 1997). Ethnomathematics is

the study of mathematical thinking in different cultures, however, different approaches are being

used by different cultures to come to the same conclusions. These ideas might prove instructive

if transferred to the learning situation in schools. Ethnomathematics was not the only concept

that emerged in the context of reflections on mathematics education in the 'Third World' and later

found an echo in other parts of the globe. Colonial education had presented mathematics

generally as something rather 'western', 'European', as an exclusive creation of 'white men'

(Sierpinska, 1996).

A somewhat refined definition of the concept is found on a University of Idaho.

Ethnomathematics is the study of mathematics which takes into consideration the culture in

which mathematics arises with this definition culture relates to mathematics and opens the door

for testing hypothesized relationships between the two, it too seems inadequate to permit a more

eclectic investigation of the topic. A broader definition of the concept that emphatically links its

roots to the mores and values of groups of people is thus warranted (Mundine, 2014).

Ethnomathematics study in the domain of education can be used to uncover the ideas in a

cultural activities or social groups to develop mathematics curriculum for, with, and by the

group. Thus, mathematics can have different shapes and develop suitable with each culture. The

result of this study is a form of units of length, area, and volume in Kampung Naga society. Until

now, Kampung Naga society uses typical units obtained hereditary (Meyer, 2003).

Mathematical Practices

Mathematical practices that include symbolic systems, spatial designs, practical

construction techniques, calculation methods, measurement in time, space, and specific ways of
reasoning can be translated into formal mathematical representations within identifiable cultural

groups and the understanding of cultural diversity of mathematical practices can be applied to

the development of teaching and learning of mathematics (D’ Ambrosio, 1990; 1985).

The main reason why mathematics is taught at schools is to sharpen real life practices

such as counting, ordering, sorting, measuring, weighing, etc. The skills of those applying

mathematics in their cultures, without any formalized training, could contribute positively

towards better performance by the learners in the classroom. This simply means that the teaching

and learning processes in mathematics would benefit greatly if cultural mathematical forms of

each society or ethnic group are appreciated, without being underestimated or regarded as

primitive, and transferred to schools. The pedagogical potential of, for example, design,

counting, geometry, metric systems, weighing, etc. used in cultural mathematical activities are

very important, and are closely associated with the beliefs in everyday life of various ethnic

groups. Further, any type of mathematics, including ‘Western’ mathematics, is greatly influenced

by ideas and activities that are important in specific cultures and therefore, should be respected

and not taken as primitive. Some of the mathematical skills observed at grass-root level are often

taken for granted, and not considered important or appreciated. Such skills can be witnessed

from the day-to-day activities taking place in the environments where uneducated people are

continuously involved in income generating initiatives from local resources (Ascher, 1991).

A growing awareness of the societal and cultural aspects of mathematics and

mathematical education worldwide began to emerge within the ranks of mathematicians in the

early 1970s. Wilder (1974), who intensively investigated the cultural influence in the teaching

and learning process of mathematics, spearheaded the understanding of culture to describe the

processes of 3 mathematical developments in the West.

 Long before Indigenous people were recognized by the United Nations anthropologists

had recorded mathematical practices of Indigenous people. For example, Best in 1907 examined

the numeration system of ‘neolithic Māori,’ and Haddon in 1890 documented the number

systems of the Torres Strait Islanders (Sanders1999).

However, not all anthropologists were willing to accept the information fromIndigenous

people because of preconceptions about the type of knowledge that mathematics was and the

level of intellectual sophistication that Indigenous people could reach (Harris 1990; Bender and

Beller 2006; Pickles 2009).

From the 1970s, cross-cultural studies documented that Indigenous people participated in

a range of mathematical practices, although sometimes the end points in children’s mathematical

development were not the same as those outlined by Piaget for European children (Leane, 1979).

Research in Papua New Guinea in the 1970s suggested that children from some cultural

groups did not pass through Piaget’s stages in the same way as children from Western cultures

(Lancy 1983). As a result of similar research, Seagrim and Lendon (1980) indicated that “the

closer the home environment approaches the Western model, the more closely does performance

approach the Western standard” cited by Lancy 1983). Yet, suggestions that in order to succeed

in mathematics children needed a home background similar to that of Western children leaves

little opportunity for Indigenous children to maintain their own culture (Cantoni 1991).

Culture is believed to be an influential factor affecting information practices of

indigenous people; for example, passing knowledge to suitable persons over time (Meyer 2009;

Yeh 2007) and traditional knowledge is phrased by repetitions and exchanged via face-to-face

communications and by word of mouth (Dyson 2004). Oral communications are based on

traditional stories and beliefs that are passed on through storytelling, ceremony, art and craft
gathering and hunting (Bell 2008). There have been increasing academic interests around the

world on the study of the interactions between indigenous people and their culture.

In the past times, before using standard measuring tools, to the research study of Meyer

(2003), Kampung Naga society measured the length of an object by using objects in the

surroundings, for example a rope, a stick or a part of the human body. To measure the length and

width of the land, Kampung Naga society uses a rope. Then the rope was measured by jeungkal

and marked every one meter by making a knot. The number of knot indicated how many meter

length or width of the land.

Mathematics Concepts

On the other hand, Zaslavsky (1979) deals with the 'sociomathematics' of Africa. She

considered the applications of mathematics in the lives of African people. She discussed written,

spoken and gesture counting, number mysticism, concepts of time, numbers and money, weights

and measures, record-keeping (sticks and strings), mathematical games, magic 10 squares,

graphs, and geometric forms. She concluded that Africans had developed counting systems and

systems of weights and measures for trade and other purposes before colonialism and employed

mathematical principles in the construction of massive buildings and used geometry in the design

of lovely textiles and other works of art.

The mathematics they apply ranges from simple to complex concepts without them being

overtly aware of it. The importance of the cultural aspects of mathematics in such cases can only

be realized if studies are done on such activities and published. It should thus not be ignored that

people in societies or cultures that do not use mathematics in the way it is done in the formal
education systems, also do engage in many cultural mathematical activities that require complex

reasoning about space, time, and number (Gerdes, 1986).

Mathematics taught in most schools has had its origins from the cultural findings that

mainly emphasized the Greek, ancient Egyptian and the Western cultures. All these cultural

findings provide a rich source of material about numbers, numeration systems, written numerals,

computational methods, and applications (D’Ambrosio, 1985).

According the ground-breaking Pacific researcher Goetzfridt, (2001), who examines

mathematical concepts and practices in Polynesia, Melanesia, and Micronesia, number systems,

counting, measuring, classifying, spatial relationships, symmetry, geometry, and other aspects of

ethnomathematics are related to a wide range of activities such as trade, education, navigation,

construction, rituals and festivals, divination, weaving, tattooing, and music. In addition to

discussing Pacific knowledge systems in general, his introductory chapter includes a helpful

overview of the relatively new field of ethnomathematics and important theoretical reflections on

the discipline as a research program.

Moreover, to show the connections between the disciplines of ethnomathematics and the

visual art give some specific curricular examples of interdisciplinary teaching in

ethnomathematics and the arts, since Ethnomathematics involves reconsidering what counts as

mathematical knowledge (Frankenstein, 2006).

Measuring is an activity that is often done by people in daily activities, including by

Kampung Naga society. When measuring length, area, and volume of an object, one used a

comparison called unit. Units of length, area, and volume used by a tribe is different depending

on the language and measuring instruments used and because civilization and human culture are

growing and expanding with their relationships between communities around the world, then to
make easier people to interact with each other made standard units of measurement or what is

often referred to International Units (Meyer, 2003).

According to the History of Mathematics, there are different transformation and

discoveries about mathematics. Egyptian people discovered in 3000 B.C. the positional number

system, base 10, addition, multiplication, division, fractions, complicated formalism; limited

algebra, only perfect squares (no irrational numbers), area of circle; (8D/9) ², ∏=3.1605, volume

of pyramid. Babylonian people discovered in 1700-300B.C. thep positional number system (base

60; sexagesimal), addition, multiplication, division, fractions, solved systems of equations with

many unknowns, squares, cubes, square roots, cube roots, solve quadratic equations (but no

quadratic formula) and uses, informal math in building, planning, selling and astronomy. In

addition, Greeks discovered in 600 B.C. – 600 A.D. contributed the Papyrus, mathematics as

abstract concepts, properties of numbers, irrationality of √2, Pythagorean Theorem a²+b²=c²,

geometric areas – Zeno’s paradoxes; infinite sum of numbers is finite, constructions with ruler

and compass; ‘Squaring the circle’, ‘Doubling the cube’, ‘Trisecting the angle’, Plato; plane and

solid geometry.

According to Thompson & Preston (2004), measuring is an activity that is often done by

people in daily activities, including the indigenous people. When measuring length, area, and

volume of an object, one used a comparison called unit and these units of length, volume and

time used by a tribe are different depending on the language and measuring instruments used.

Because civilization and human culture are growing and expanding with their relationships

between communities around the world, and to make it easier for people to interact with each

other people made standard units of measurement or what is often referred to International Units.

Measurement of Length
 Units of length which until now used by Kampung Naga society are jeungkal and

deupa. There are two beliefs in Kampung Naga describing size of jeungkal. The first belief says

that one jeungkal is a distance from the tip of the thumb to the tip of the middle finger when

stretched. Meanwhile, another belief says that one jeungkal is a distance from the tip of the

thumb to the tip of the little finger when stretched and that sajeungkal size is about 20 cm.

Another unit of measure used by Kampung Naga society is deupa that is a distance from the right

hand fingertip and left hand fingertip when stretched, one deupa equal to 1.5 meters or 1.7

meters. These differences may occur because the body size of each person is different. Another

unit of measure is the distance between the tip of the right hand with the tip of the left shoulder

of approximately 1 meter called sameter (Meyer, 2003).

In ancient times, the body ruled when it came to measuring. In the study of Jeckson in

2005, in lined with the history of feet in England, a foot, at first was the width of a man’s thumb,

however, in the 14th century, King Edward II of England ruled that 1 foot equalled 3 grains of

barley placed end to end lengthwise. The length of a foot, then, developed into the width of the

finger, and the distance of a step.

Moreover, the study of Shikadiri (2008) as cited from T’Septianawati, Turmudi, and

E’Puspita of Universitas Pendidikan Indonesia, measurement of length with parts of human body

have been used by many countries in the world. Each state has units of length almost equal to

other regions but with a different name because of differences in the language used. For

example, Swahili society, East Africa used the term shibiri to the span (jeungkal), that is the

distance from the tip of the thumb to the tip of little finger (about 9 inches), mkono = 2 shibiri to

pinch (about a yard), and pima = 4mkono to fathom (about 2 yards). Mexico society used the
units of length as cemacolli (arm), cemmolicplitl (bone), cenmaitl (hand) or cenxocpalli

(footprints).

Apparently, Benjhu (2009) stated that Hawaiian Anthropic Units, used by ancient

Hawaiians as measurements do not have a length that is universally accepted. This is because

the units are based off of one’s own body measurements; hence a measurement for one person

may be smaller or larger than another person’s. These measurements were used in a variety of

situations, such as navigating and distance approximation.

Measurement of Volume

Unit of volume used by Kampung Naga society, namely élo, dim, strip, and kibik. This

study revealed the conversion of units of length, area, and volume in Kampung Naga society into

standard units. In addition, in the context of the wood volume measurements revealed models of

mathematics that can facilitate cultural actors in calculating the volume of wood (pillar, rafters,

palang dada, and board). The results of this study can be used as a reference to develop learning

materials of contextual mathematics based on local culture, which is expected to reduce the

public perception that mathematics does not have relevance to daily life (Meyer, 2003).

Measurement of Time

According to Christopoulos, (2014), time is a dimension and measure in which events

can be ordered from the past through the present into the future, and also the measure of

durations of events and the intervals between them.

Next to the bark of a dog or the gentle meowing of a cat, the crow of a rooster is one of

the most recognizable animal noises on Earth; but why exactly do roosters feel the need to crow

and is there any truth to the idea that they crow more in the morning. It is important to point out
that roosters crow at all times and in response to a range of seemingly innocuous stimuli, like the

sound of a car or someone walking into their coop. Roosters have been observed crowing at all

times of day and in response to even the most mundane of stimuli, they will indeed typically

crow just before or at the crack of dawn (Smallwood, 2015)

In the research helmed by Yoshimura, et. al (2015), they concluded that the roosters must

have an internal body clock that tells them when to crow. Furthermore, due to the fact that

roosters can't be tricked into crowing at other times of day as strongly as they do around dawn,

the researchers concluded that their "internal clocks take precedence over external cues."

In the researched study of Kean (2015), he found out the properties of shadows and the

position of the sun in the sky. He also found out how the sun moves in the sky by observing

shadows. The sun rises in the east, so facing north, the sun on right and will have the shadow on

the left, sort of in the direction of 9 AM. The sun crosses the sky through the south and toward

the west. The shadow will progress through the 10 and 11 AM hours, be pointing northerly at

noon and move through the 1 and 2 PM hours during the afternoon. The sun is in the west in the

afternoon. If facing north, the shadow will be on the right side, more or less in the 3 PM position.

The hands on the clock move in the clockwise direction which is the same direction the shadow

moves during the day when facing north.

Indigenous Cultural Communities

According to the National Commission on Indigenous Peoples (NCIP), there are about

100 cultural groups with 11 million members in the Philippines that are scattered throughout the

country from Batanes inhabited by Ivatan tribes to Saraggani inhabited by Samals. About half of

the members of the tribal group belong to the Muslim group that dominates the provinces of

Cotabato, Lanao, Sulu, Zamboanga and Basilan (Manila bulletin, 2007 p 11).
 The United Nations General Assembly passed Resolution No. 49/2014 on December 23,

1994 declaring August 9 of every year as “International Day of The World’s Indigenous

Peoples”. This Resolution highlighted the need to preserve their Indigenous Cultures and the

many contributions they make to humanity. It enjoyed government to address the tremendous

pressures which most Indigenous peoples face especially poverty, destruction of ancestral lands,

and violation of the rights. There are about 300 million Indigenous People in the world today

according to the United Nations Educational Scientific and Cultural Organization (UNESCO).

Proclamation No. 486 and No. 1124 issued by President Macapagal Arroyo and Ramos,

respectively, declared October as “ Indigenous Peoples’ Month” to highlight the significance

aspects of the material and non-material culture of Indigenous People of the Philippines and to

remind as of the need to preserve and protect our country’s Indigenous People (De Leon, 2011).

Jim Barta, (2004) states that, many Native American/First Nations languages have no

single word for mathematics. Rather mathematics is described through the activities of daily

living. Native Elders play a significant role in developing and guiding what and how knowledge

and wisdom is shared. Once this foundation is established, the conceptual bridges of

understanding between indigenous cultures and traditions and contemporary society and its

modern demands (Barta, 2004).

CHAPTER III

RESEARCH DESIGN AND METHODOLOGY

 This chapter contains the research design, locale of the study, the participants of the

study, the sampling procedure, the data gathering instrument, data gathering procedure, and data

analysis.

Research Design

In view of the formulated problem, qualitative research method was deemed used in this

study taking into consideration, the nature of the study, and its purpose. This research design is

often used to describe their existing mathematical practices. Historical-qualitative research used

to know the historical background of Carol-an in terms of mathematical practices. Thematic-

qualitative analysis used to make sense of seemingly unrelated material. They used it to analyze

qualitative information and to systematically gain knowledge and empathy about a person, an

interaction, a group, a situation, an organization or a culture.

Locale of the Study

This research study was conducted at Barangay Carol-an, Kabankalan City, Negros

Occidental because it is where one of the recognized indigenous people community. Carol-an is

made up diverse landforms. One of the mountainous area in the City of Kabankalan. The land

area covers more than 3000 hectares. Its distance from the national highway is 18 kilometers.

The Barangay Proper of Carol-an is shown in figure 1.

 Figure 1. Brgy. Carol-an Map

Participants of the Study

The participants of the study were three elders of Tribu Karulanon of Barangay Carol-an

who ages 50 years old and above. They were identified to have the authority to give the

information about their culture, since they were knowledgeable about their existing practices.

Research Instrument

In this study, the research-made interview schedule was utilized to find the answers about

the existing mathematical concepts on the practices of indigenous people of Barangay Carol-an.
 Likewise, the open-ended question was utilized in the conduct of the key informant

interview that was supported by the audio and video documentation.

Data Gathering Procedure

To formally undertake the research, the researchers sought approval from the following

offices: Office of the University President, Dean of the College of Teacher Education, Office of

the Barangay Captain or Local Government Units and Chieftain of the Tribu Karulanon. After

the compliance of all the requirements for the conduct of this study, the researchers got the

official list of the indigenous people who were registered voters of the Barangay Carol-an. In

order to ensure research, protocol and procedure in the conduct of this research the assistance of

the IP’s Chairman was be sought to establish access and earn the trust and confidence of the

indigenous people especially the older members.

The researchers immersed in the indigenous people’s community, for a more vivid and

thorough observation on the existing mathematical practices of Tribu Karulanon. More

specifically, the researchersadministered personally the research-made interview schedule to the

identified participants. The documentation and recording of the interview was very significant in

knowing and understanding the existing mathematical concepts on the practices of indigenous

people of Tribu Karulanon.

Data Analysis

Thematic analysis was used on the gathered data. Responses were interpreted by

identifying and deriving the themes.

1. https://www.whatalife.ph/deped-distance-learning-heres-what-you-need-to-know/

#:~:text=DepEd%20coined%20the%20term%20distance,only%20limited%20to

%20online%20learning.

2. https://www.whatalife.ph/modular-distance-learning-heres-what-you-need-to-know/