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The Use of Variation Theory of Learning in Teaching Solving Right Triangles

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Title: The Use of Variation Theory of Learning in Teaching Solving Right Triangles
Language: English
Authors: Joel B. Mendoza, Minie Rose C. Lapinid
Source: Mathematics Teaching Research Journal. 2024 16(3):58-79.
Availability: City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://mtrj.commons.gc.cuny.edu/
Peer Reviewed: Y
Page Count: 22
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Grade 10
Descriptors: Foreign Countries, High School Students, High School Teachers, Mathematics Instruction, Mathematics Teachers, Trigonometry, Grade 10, Private Schools, Urban Schools, Context Effect, Problem Solving, Cognitive Processes, Misconceptions, Geometric Concepts, Instructional Design, Intermode Differences
Geographic Terms: Philippines
ISSN: 2573-4377
Abstract: Teachers are often perplexed realizing students ending up with different understandings of the same lesson after attending the same class. This study investigates the use of Variation Theory as a pedagogical design tool in improving students' problem-solving skills in trigonometry. This action research utilizing the 'Learning Study' approach was conducted in a Filipino-Chinese private school in a highly urbanized city in the Philippines. Two Grade 10 intact classes consisting of a total of 41 students and three mathematics teachers participated in the learning study. Selected students were interviewed to validate students' intended and lived objects of learning. The video-recorded lessons were examined to determine the alignment of the intended and enacted objects of learning. The analysis of the pretest and posttest showed the use of different patterns of variation and invariance in teaching was able to address students' misconceptions and difficulties in solving right triangles and helped the students understand problems better. Thus, the Variation Theory of learning as a pedagogical design tool is deemed effective in improving the students' knowledge, procedural, and problem-solving skills, and in bridging the gap between the intended objects of learning and the lived objects of learning.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1442215
Database: ERIC
FullText Text:
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  Data: City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://mtrj.commons.gc.cuny.edu/
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  Data: Teachers are often perplexed realizing students ending up with different understandings of the same lesson after attending the same class. This study investigates the use of Variation Theory as a pedagogical design tool in improving students' problem-solving skills in trigonometry. This action research utilizing the 'Learning Study' approach was conducted in a Filipino-Chinese private school in a highly urbanized city in the Philippines. Two Grade 10 intact classes consisting of a total of 41 students and three mathematics teachers participated in the learning study. Selected students were interviewed to validate students' intended and lived objects of learning. The video-recorded lessons were examined to determine the alignment of the intended and enacted objects of learning. The analysis of the pretest and posttest showed the use of different patterns of variation and invariance in teaching was able to address students' misconceptions and difficulties in solving right triangles and helped the students understand problems better. Thus, the Variation Theory of learning as a pedagogical design tool is deemed effective in improving the students' knowledge, procedural, and problem-solving skills, and in bridging the gap between the intended objects of learning and the lived objects of learning.
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      – Text: English
    PhysicalDescription:
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        PageCount: 22
        StartPage: 58
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: High School Students
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      – SubjectFull: High School Teachers
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      – SubjectFull: Trigonometry
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      – SubjectFull: Private Schools
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      – SubjectFull: Urban Schools
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      – SubjectFull: Context Effect
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      – SubjectFull: Problem Solving
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      – SubjectFull: Cognitive Processes
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      – SubjectFull: Misconceptions
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      – SubjectFull: Intermode Differences
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      – SubjectFull: Philippines
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      – TitleFull: The Use of Variation Theory of Learning in Teaching Solving Right Triangles
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