Mathematics Instructional Practices And Learner Reasoning Facilitation Of Key Stage 2 Teachers In Ambaguio, Nueva Vizcaya
DOI:
https://doi.org/10.65339/ijsis.V1.I3.135Keywords:
Conceptual Understanding, Contextualization of Mathematical Learning, Key Stage 2, Learner Reasoning Facilitation, Mathematical Discourse Facilitation, Mathematics Instructional Practices, Problem-Based Task Structuring, Reasoning-Centered Mathematics Instruction Model, Sustainable EducationAbstract
This study examined mathematics instructional practices and learner reasoning facilitation among Key Stage 2 teachers in Ambaguio, Nueva Vizcaya and developed a Reasoning-Centered Mathematics Instruction Model based on the findings. Anchored in Social Constructivist Theory, Bruner’s Theory of Representation, Cognitive Load Theory, and the Mathematical Proficiency Framework, the study employed a predictive-correlational developmental research design. Sixty-eight Key Stage 2 Mathematics teachers from public elementary schools were selected through simple random sampling and surveyed using a researcher-made, expert-validated questionnaire with high internal consistency. Weighted mean, standard deviation, Pearson product-moment correlation, and hierarchical multiple regression were used for data analysis. Mathematics instructional practices were implemented Often (M = 3.88), with contextualization of mathematical learning obtaining the highest mean (M = 4.03), while learner reasoning facilitation was likewise rated Often (M = 3.74), with transfer to real-life problem situations highest (M = 3.86). Mathematics instructional practices were strongly, positively, and significantly related to learner reasoning facilitation (r = .74, p < .001). The instructional-practice dimensions collectively explained 61% of the variance in learner reasoning facilitation, with mathematical discourse facilitation (β = .32, p = .003), problem-based task structuring (β = .25, p = .011), and concept development and representation (β = .18, p = .047) emerging as significant predictors. The findings support strengthening problem-based tasks, mathematical discourse, strategy comparison, pattern recognition, generalization, and learner-generated problems while sustaining established instructional strengths. The resulting model follows the recurring process Represent → Challenge → Discuss → Analyze → Transfer. The study aligns primarily with SDG 4—Quality Education and secondarily with SDG 10—Reduced Inequalities through its emphasis on teaching quality, reasoning, and equitable participation. Its sustainability contribution is primarily educational and institutional by supporting durable mathematical understanding, teacher capacity, professional development, and sustained instructional improvement.
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