Contextualized Absolutist-Constructivist Teaching Approach: Effects on Students' Conception, Attitude, Learning Experiences, and Achievement in Mathematics

Abstract

The study aimed to contribute a contextualized perspective of mathematics and, consequently, its classroom implications for a better understanding of its nature, the genesis and developmental stages of mathematical concepts, and their applications. The study made a comparative analysis of the effects of Strict Absolutist, Strict Constructivist and Contextualized Absolutist-Constructivist teaching approaches on students’ mathematics conception, attitude, learning experiences and achievement. The study used the quasi-experimental three-group pretest-posttest research design. However, the mathematics achievement posttest was not administered due to the sudden class suspension and community lockdowns caused by the COVID-19 pandemic. The quizzes were used, instead, where each item in the mathematics achievement test was matched to an item in the quiz that measured similar concept or skill. The results of the study revealed that the Contextualized Absolutist- Constructivist approach to mathematics teaching significantly improved students’ mathematics conception, attitude, learning experiences and achievement. Based on the results, it is recommended to provide students with learning opportunities that impart understanding of the nature of mathematics, its history and application, and to allow students to be creative and curious in mathematics.