A Proposed Framework for the Identification, Classification, or Revision of items in a Philippine Mathematics Textbook into Higher-Order Applications in the Real World (HOARW) Items

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dc.contributor謝豐瑞zh_TW
dc.contributorHsieh, Feng Juien_US
dc.contributor.author巴人俊zh_TW
dc.contributor.authorParena, Juliano Jr. S.en_US
dc.date.accessioned2022-06-08T02:38:56Z
dc.date.available2021-10-26
dc.date.available2022-06-08T02:38:56Z
dc.date.issued2021
dc.description.abstractNonezh_TW
dc.description.abstractAbstract The Philippines has, for the recent several international assessments in mathematics, scored very low against the international standards. With the introduction of the K-to-12 curriculum, it is hoped that it would also create changes to the teaching and learning of mathematics anchored on its twin goals of critical thinking and problem solving. One great contributor to achieve this are the mathematics textbooks that are used in the classroom. The study aims to see the extent that the textbook items contribute to the desired outcome of exposing the student to Higher-Order Applications in the Real-World (HOARW) items, by assessing if the textbook items can be classified as HOARW. A framework for the assessment was created utilizing Problem Type (Non-application vs Application), Higher-Order Thinking Skills (With or without the use of technology), Contextual Feature (Fictional vs Realistic), and 21st Century Skill identification, as its layered lens. Textbook analysis was used as the research design. Items are categorized either as Example, Task, Exercise, or Test. The study yielded the following results: Examples and Exercises contributed to Lower Order Thinking items at 96.2 and 87.9 percent, respectively. Tasks mostly yielded Higher Order Thinking items at 67.3 percent. Overall, 98.7 percent of the items are Non-application problems, and 1.3 percent are considered application problems. Among the application problems, 33 percent are classified as Quasi-HOARW items, whereas 67 percent are HOARW items. The framework that was developed enables the proponent of the research to rewrite and improve the Quasi-HOARW items into HOARW items, by changes made to any of the layers of Higher-Order thinking or of Contextual Feature. The developed framework could help future textbook authors come up with better HOARW items and help expose the Filipino student to these types of items. Visual Text Analytics was used to conduct keyword extraction on the items yielding the most frequently used words of the authors, whether it invokes HOTS, and 21st Century skills. The framework was entered into a machine learning program to see if it could classify the items accordingly as intended.en_US
dc.description.sponsorship數學系zh_TW
dc.identifier80640004S-40580
dc.identifier.urihttps://etds.lib.ntnu.edu.tw/thesis/detail/d7cd37879dfcbe60edae4b7f4e74aef5/
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/117079
dc.language英文
dc.subjectNonezh_TW
dc.subjectHOARWen_US
dc.subjectTextbook Analysisen_US
dc.subject21st Century Skillsen_US
dc.subjectHOTSen_US
dc.subjectContextual Featuresen_US
dc.titleA Proposed Framework for the Identification, Classification, or Revision of items in a Philippine Mathematics Textbook into Higher-Order Applications in the Real World (HOARW) Itemszh_TW
dc.titleA Proposed Framework for the Identification, Classification, or Revision of items in a Philippine Mathematics Textbook into Higher-Order Applications in the Real World (HOARW) Itemsen_US
dc.type學術論文

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