“MATHEMATICAL IDENTITY FORMATION: A QUALITATIVE INVESTIGATION

OF NATIONAL LEARNING CAMP PARTICIPANTS”

Thesis Proposal

Presented to

The Faculty of the Graduates Studies

St. Peter’s College

Iligan City, Philippines

In Partial Fulfillment

Of the Requirements for the Degree

Master of Arts in Education

Major in Educational Management

ERWIN C. CABANLIT
October 2023
 St. Peter’s College
Sabayle Street, Iligan City 9200 PHILIPPINES

APPROVAL SHEET

In partial fulfillment of the requirements for the degree, Master of Arts in

Education major in Educational Management this thesis proposal entitled,
(MATHEMATICAL IDENTITY FORMATION: A QUALITATIVE INVESTIGATION
OF NATIONAL LEARNING CAMP PARTICIPANTS) prepared and submitted by
(Erwin C. Cabanlit), has been examined and is recommended for acceptance
and approval for oral examinations.

MYRA A, AMBALONG, PhD

Adviser
________________________________________________________________

Approved in partial fulfillment of the requirements for the degree Master of

Arts in Education major in Educational Management with a Grade of ________.

PANEL OF EXAMINERS

IAN G. CALIBA, PhD

Chairman

CARL A. ABARQUEZ, PhD VILMA H. ARAZO, PhD

Member Member

Member
________________________________________________________________

Accepted in partial fulfillment of the requirements for the degree Master of

Arts in Education major in Educational Management.

Comprehensive Examination was taken and passed on August 12-13,

2023.

IAN G. CALIBA, PhD

Dean, Graduate Studies
ii
 DEDICATION

This intellectual piece of work is dedicated to my loving parents, for their endless

love, deep concern, encouragement, and undying support;

My siblings,

That always brings cheers and encouragement;

My friends,

For their constant inspiration and hope

For my success in all my life’s endeavors;

And most of all to our ALMIGHTY GOD,

For the gifts of knowledge and understanding,

Patience and opportunity

Who made all these possible.

ECC

iii
 ACKNOWLEDGMENT

I would like to express my gratitude and profound appreciation to the

people who have supported and have given me valuable contributions to bring
this study into reality. The following are the significant people who made this
study possible.

My adviser, Dr. Myra A. Ambalong who serves as my adviser this time, for
the suggestions, supervisions, words of wisdom, and encouragement;

The Chairman of the Panel and the Dean of the Graduate Studies, Dr. Ian
G. Caliba for his valuable comments and suggestions;

The Panel Members, Dr. Vilma H. Arazo, and Dr. Juliet Bolocon for their
constructive comments, suggestions, and recommendations;

The Schools Division, Dr. Jonathan S. Dela Peña, CESO V, District

Supervisor, Dr. Lino V. Bonggot, and to the Principals of North I District for their
support and approval;

The students, for their very warm welcome during the conduct of the
study;

My parents, Jenesa C. Cabanlit and Eduardo B. Cabanlit for their

unconditional love, faith in all researcher’s undertakings, for their moral and
financial support;

And above all, to the ALMIGHTY GOD, for the strength, wisdom,
blessings, and grace showered upon the completion of the study.

iv
ABSTRACT

v
 TABLE OF CONTENTS

Page
TITLE PAGE i
APPROVAL SHEET ii
DEDICATION iii
ACKNOWLEDGMENT iv
ABSTRACT v
TABLE OF CONTENTS vii
LIST OF TABLES viii
LIST OF FIGURES ix

CHAPTER

1 THE PROBLEM AND ITS SCOPE

Theoretical Framework
Conceptual Framework

Statement of the Problem

Assumption
Significance

Scope and Limitations

Definition of Terms

2 REVIEWS OF RELATED LITERATURE AND STUDIES

Related Literature

Related Studies

Insights
 3 RESEARCH METHODOLOGY
Research Design
Research Environment

Respondents and Sampling Procedures

Research Instrument
Data Gathering Procedures

REFERENCES
APPENDICES
A RESEARCH INSTRUMENTS

B LETTER FOR THE DISTRICT SUPERVISOR

C LETTER FOR THE SCHOOL PRINCIPAL

D LETTER FOR THE CLASS ADVISER

E LETTER TO THE RESPONDENTS

CURRICULUM VITAE
 LIST OF TABLES

Table Title Page

1
 LIST OF FIGURES

Table Title Page

1 The Schematic Paradigm of the Study

 REFERENCES

Black, L., Mendick, H., & Solomon, Y. (2009). Mathematical images and identity

in university students' narratives of vocational choice. Educational Studies

in Mathematics, 70(1), 39-54.

Boaler, J. (1998). Open and closed mathematics: Student experiences and

understandings. Journal for Research in Mathematics Education, 29(1),

41-62.

Bieda, K. N. (2010). Shifting attention from the content of instruction to the

process of instruction: What mathematics teacher educators can learn

from research in teacher education. Journal of Mathematics Teacher

Education, 13(1), 1-5.

Chazan, D. (2000). Beyond formulas in mathematics and teaching: Dynamics of

the high school algebra classroom. Teachers College Press.

Cobb, P., & Yackel, E. (1996). Constructivist, emergent, and sociocultural

perspectives in the context of developmental research. Educational

Psychologist, 31(3-4), 175-190.

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

Forman, E. A., & Ansell, E. (2002). The appropriation of mathematics education

reform in an African American context. Educational Policy, 16(6), 683-713.

Goldin, G. A., & Shteingold, N. (2001). Systems of representations and the

development of mathematical concepts. In A. A. Cuoco & F. R. Curcio

(Eds.), The roles of representation in school mathematics (pp. 1-23).

NCTM.

Gutiérrez, R. (2002). Enabling the practice of mathematics teachers in context:

Toward a new equity research agenda. Mathematical Thinking and

Learning, 4(2-3), 145-187.

Gutiérrez, R., & Boaler, J. (2013). "Seeing as understanding": The importance of

visual mathematics for our brain and learning. Journal of Applied &

Computational Mathematics, 2(4), 120.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral

participation. Cambridge University Press.

Lerman, S. (2000). The social turn in mathematics education research. In J.

Boaler (Ed.), Multiple perspectives on mathematics teaching and learning

(pp. 19-44). Ablex Publishing.

Martin, D. B. (2006). Mathematics success and failure among African-American

youth: The roles of sociohistorical context, community forces, school

influence, and individual agency. Lawrence Erlbaum Associates.

Nasir, N. S., & Hand, V. M. (2006). Exploring sociocultural perspectives on race,

culture, and learning. Review of Educational Research, 76(4), 449-475.

Pajares, F., & Urdan, T. (2006). Self-efficacy beliefs of adolescents. Information

Age Publishing.

Pimm, D. (1987). Speaking mathematically: Communication in mathematics

classrooms. Routledge.

Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving,

metacognition, and sense-making in mathematics. In D. A. Grouws (Ed.),

Handbook for research on mathematics teaching and learning (pp. 334-

370). Macmillan.

Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test

performance of African Americans. Journal of personality and social

psychology, 69(5), 797-811.

Walkington, C. (2013). Using adaptive learning technologies to personalize

instruction to student interests: The impact of relevant contexts on

performance and learning outcomes. Journal of Educational Psychology,

105(4), 932-945.

Zevenbergen, R., & Lerman, S. (2008). Learning to reason with and about the

rate of change. Educational Studies in Mathematics, 69(2), 111-129.

APPENDIX A
SURVEY QUESTIONNAIRES

Dear Respondents,

I am a MaED student of St. Peter’s College. I am working with my

research entitled: “Mathematical Identity Formation: A Qualitative Investigation of
National Learning Camp Participants”. May I request to kindly answer the
questions in this survey questionnaire? The information you provide will enable
me to attain the purpose of the study. Thank you for your cooperation.

-The Researcher

Name (optional): __________________________ Age: _______________

Year Level: __________________________ Gender: _____________

Macro Question: PERCEPTION

How do participants of National Learning Camps perceive their
mathematical identities?

a) When considering their mathematical identities, participants in National

Learning Camps generally perceive themselves as:
o A. Confident and capable
o B. Neutral or uncertain
o C. Lacking confidence and ability
 b) Participants in National Learning Camps often view their mathematical
identities as influenced by:
o A. Positive experiences and successes
o B. Neutral experiences with ups and downs
o C. Negative experiences and failures

c) Regarding their mathematical identities, attendees of National Learning

Camps believe that:
o A. Math is a subject they excel in and enjoy
o B. Their math skills and enjoyment vary
o C. Math is a challenging and not enjoyable subject

d) Participants' perceptions of their mathematical identities can impact their:

o A. Motivation to learn and excel in mathematics
o B. Willingness to explore math-related opportunities
o C. Aversion to math-related tasks and challenges

e) In the context of National Learning Camps, individuals may alter their

mathematical identities through:
o A. Positive interactions with peers and instructors
o B. Gaining a deeper understanding of math concepts
o C. Overcoming past math-related strugg

Macro Question: FACTORS & EXPERIENCES

What factors and experiences within National Learning Camps
contribute to the formation of mathematical identities?

f) Participants in National Learning Camps perceive their mathematical

identities as influenced by:
o A. Positive interactions with peers and instructors
o B. Exposure to challenging math concepts and problem-solving
o C. Previous negative experiences with mathematics

g) The supportive camp environment at National Learning Camps helps

participants in:
o A. Building confidence in their math abilities
o B. Maintaining a neutral attitude toward math
o C. Hindering their mathematical growth and self-esteem

h) Participants' interactions with camp instructors play a significant role in:

o A. Fostering a love for mathematics
o B. Shaping their perception of math as a difficult subject
o C. Having no impact on their mathematical identities

i) Exposure to real-world applications of mathematics during National

Learning Camps:
o A. Inspires participants to pursue math-related fields
o B. Leaves participants indifferent to math's practical uses
o C. Confirms their belief that math is irrelevant in daily life

j) Participants at National Learning Camps find that overcoming math-

related challenges:
o A. Strengthens their mathematical identities
o B. Leaves their mathematical identities unchanged
o C. Weakens their confidence in their math skills

Macro Question: CHALLENGES

What are the challenges encountered by the National Learning Camp
Participants during the implementation of NLC?

k) Participants in the NLC often face challenges related to the pace of

learning, which can lead to:
o A. Feelings of overwhelm and stress
o B. Comfortable and manageable learning progress
o C. A sense of boredom and under-stimulation

l) Communication barriers can be a significant challenge for NLC

participants, including issues related to:
o A. Language differences and language proficiency
o B. Effective collaboration and teamwork
o C. Clear understanding of instructions and materials

m) Participants in the NLC may encounter challenges in balancing their NLC

commitments with other responsibilities, such as:
o A. Academic obligations and schoolwork
o B. Extracurricular activities and personal interests
o C. Family and social commitments

n) Performance pressure can be a challenge for NLC participants, as they

may feel:
o A. Motivated to excel and perform at their best
o B. Moderate pressure without significant impact
o C. Overwhelmed and stressed due to high expectations

o) Some participants in the NLC may experience challenges related to

interpersonal dynamics, such as:
o A. Positive and constructive group interactions
o B. Occasional conflicts or misunderstandings
o C. Feeling isolated or excluded from the group

Open Ended Questions: (Selected Respondents)

SOP 1:
How do participants of National Learning Camps perceive their
mathematical identities?
Please share any thoughts or experiences you believe are relevant to
how participants at National Learning Camps perceive their mathematical
identities.
(Palihog ipahayag ang bisan unsang mga panghunahuna o mga kasinatian nga imong nasabtan
bahin sa National Learning Camp kabahin sa kalibutan sa matematika)

SOP 2:
What factors and experiences within National Learning Camps
contribute to the formation of mathematical identities?
(Unsa nga mga faktor ug mga kasinatian sulod sa National Learning Camps ang nagtukod sa
pagtukod sa mga panghunahuna kalabot sa matematika?)
SOP 3:
What are the challenges encountered by the National Learning Camp
Participants during the implementation of NLC?
(Unsa ang mga mga di maayo nga natagamtaman sa mga partisipante sa National Learning
Camp sa dihang gipatuman ang NLC?)

APPENDIX B

LETTER FOR THE SCHOOLS DIVISION SUPERINTENDENT

Date: October 9, 2023

JONATHAN S. DELA PEŇA, PhD, CESO V

Schools Division Superintendent
Division of Iligan City
Aguinaldo Street, Iligan City Philippines 9200

Dear Sir:

Mabuhay!

The researcher is currently undertaking a study entitled “Mathematical

Identity Formation: A Qualitative Investigation of National Learning Camp
Participants in partial fulfillment of the requirements for the degree Master of Arts
in Education major in Educational Management.

Further, he is asking your approval for the conduct of the study to the
Grade 7 & Grade 8 students in Hindang National High School, Hindang Iligan
City. Rest assured that all their answers would be kept confidential following the
“Ethics of Research.”
 It is hoped for your approval. Thank you and more power!

Respectfully yours,

(SGD) ERWIN C. CABANLIT

Researcher

Noted by:

(SGD) MYRA A. AMBALONG, PhD

Thesis Adviser

(SGD) IAN G. CALIBA, PhD

Dean, Graduate Studies Program
APPENDIX C

LETTER FOR THE PUBLIC SCHOOLS DISTRICT SUPERVISOR

Date: October 9, 2023

ALEX C. BADO
North I, Public Schools District Supervisor
Division of Iligan City
Dalipuga Iligan City

Dear Sir:

Mabuhay!

The researcher is currently undertaking a study entitled “Mathematical

Identity Formation: A Qualitative Investigation of National Learning Camp
Participants in partial fulfillment of the requirements for the degree Master of Arts
in Education major in Educational Management.

Further, he is asking your approval for the conduct of the study to the
Grade 7 & Grade 8 students in Hindang National High School, Hindang Iligan
City. Rest assured that all their answers would be kept confidential following the
“Ethics of Research.”

It is hoped for your approval. Thank you and more power!

Respectfully yours,

(SGD) ERWIN C. CABANLIT

Researcher

Noted by:

(SGD) MYRA A. AMBALONG, PhD

Thesis Adviser

(SGD) IAN G. CALIBA, PhD

Dean, Graduate Studies Program

APPENDIX D
LETTER FOR THE SCHOOL PRINCIPAL

October 9, 2023

RUTH S. TALINGTING
School Principal I
Hindang National High School
Brgy. Hindang Iligan City

Ma’am:

Greetings of Peace!

The undersigned is currently undertaking a study entitled “Mathematical

Identity Formation: A Qualitative Investigation of National Learning Camp
Participants” in partial fulfillment of the requirements for the degree Master of
Arts in Education, major in Educational Management.

In view of this, may I ask your approval for the conduct of the study to
Grade 7 & Grade 8 students enrolled in you institution.

Rest assured that all the findings of this study will be kept confidential in
accordance with the “Ethics of Research”.
 I am hoping for your approval. Thank you and more power!

Respectfully yours,

(SGD) ERWIN C. CABANLIT

Researcher

Noted:

(SGD) MYRA A. AMBALONG, PhD

Thesis Adviser

APPENDIX E

LETTER FOR THE RESPONDENTS

October 9, 2023

Dear Respondents,

MABUHAY!

The undersigned is currently undertaking a study entitled “Mathematical

Identity Formation: A Qualitative Investigation of National Learning Camp
Participants” in partial fulfillment of the requirements for the degree Master of
Arts in Education, major in Educational Management.

In view of this, the researcher is asking for your time to answer this survey
questionnaire. Rest assured that all the findings of this study will be kept
confidential in accordance with the “Ethics of Research”.

Earnestly hoping for your participants. Thank you and more power!

Respectfully yours,
(SGD) ERWIN C. CABANLIT
Researcher

(SGD) MYRA A. AMBALONG, PhD

Thesis Adviser

INFORMED CONSENT FORM

Title: Mathematical Identity Formation: A Qualitative Investigation of National

Learning Camp Participants

Proponent: Erwin C. Cabanlit Thesis Adviser: Myra A. Ambalong, PhD

PURPOSE OF THE STUDY

You are being asked to take part in a research study. Before you decide to
participate in this study, it is important that you understand why the research is
being done and what it will involve. Please read the following information
carefully. Please ask the researcher if there is anything that is not clear or if you
need more information.

Your responses to this survey will be anonymous. Please do not write

identifying information on the survey.

I, the undersigned, hereby testify that:

 I agree that the above-mentioned thesis has been explained to me my

satisfaction and I agree to be part of this research.
 I understand that if I decide at any time that I no longer wish to take part in
this work, I can notify the proponent without any risk or penalty.
  I understand that such information will be treated with the strictest
confidentiality and privacy.
 I understand that the information I have submitted will be analyzed and
later presented strictly as fulfillment of the requirement for the degree MA
in Educational Management by the proponent. Confidentiality and
anonymity will be maintained, and it will not be possible to identify me from
any subsequent publications.
 I am assured that the confidentiality of my personal information will be
upheld through the removal of all identifiers.

____________________________ __________________________
Signature over Printed Name Date (MM/DD/YYYY)