Real-Life Situations: Towards a Well-Managed Virtual Mathematics Class
DOI:
https://doi.org/10.5281/zenodo.24030236Keywords:
online learning, mathematics education, contextualized instruction, real-life situations, experiential learning, IDEA lesson exemplar, mathematics pedagogy, documentary analysis, teacher practices, qualitative researchAbstract
The transition to online learning during the COVID-19 pandemic significantly transformed educational practices and underscored the need for effective pedagogical strategies in Mathematics instruction. Given the abstract nature of mathematical concepts, the integration of real-life situations has been recognized as a valuable approach for promoting meaningful learning and improving students’ conceptual understanding. This study examined the practices of Mathematics teachers in integrating real-life situations into online learning and explored how such practices contribute to strengthening pedagogy in Mathematics education. Specifically, the study investigated the lesson components in which real-life situations were incorporated, the strategies employed by teachers, the challenges encountered during implementation, and the perceived advantages of contextualized instruction. A qualitative descriptive research design utilizing documentary analysis was employed. Data were gathered from Eight-Week IDEA Lesson Exemplars, learning activities, seatworks, and assessment materials prepared by Mathematics teachers during the first quarter of School Year 2021–2022. The collected documents were analyzed using thematic content analysis involving coding, categorization, and theme development. Findings revealed that real-life situations were most frequently integrated in the Development phase, particularly in the “What Is It” section, followed by the “What I Can Do” and “What’s More” sections. Integration was most evident in lessons involving functions and their applications. Challenges were observed in contextualizing highly abstract topics and competencies with limited real-world applicability. Despite these challenges, the use of real-life situations enhanced logical thinking, problem-solving skills, learner engagement, creativity, and conceptual understanding. The study concludes that contextualized instruction remains an effective strategy for strengthening Mathematics pedagogy in online learning environments and supports the development of meaningful and learner-centered learning experiences.
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Copyright (c) 2026 Jann Clark A. Ramirez (Author)
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