Design thinking is a teaching approach that is significant in keeping students actively engaged in the learning process, which results in the mastery of new skills relevant to solving complex problems. This descriptive developmental study applied a quasi-experimental research design to investigate the effects of the developed lessons using design thinking on students’ numeracy skills and perceptions of mathematics. The findings of this study revealed that there were fifteen identified challenges in Grade 9 mathematics, particularly in the first quarter. These challenges were addressed through the eight identified creative solutions integrated into the twenty developed lessons using a design thinking approach. Hence, this study revealed that after the implementation of the developed lessons, the implementation group showed significant change in the following: a) Knowing and Understanding with 82.01%, b) Representing and Communicating with 84.80%, and c) Conjecturing and Reasoning with 85.29%. Likewise, when the p-value was computed, the result in each numeracy skill was p = 0.00. These results implied that students were able to master the learning competencies in the said numeracy skills at ∝=0.01. Moreover, most of the students in the implementation group strongly agreed that the developed lessons in mathematics had a positive effect on their perceptions. They were able to appreciate and see the importance and applications of mathematics to their daily life activities and in solving complex problems. Considering the positive results of the design thinking approach in this study, teachers should use this approach in their classrooms.

Authors:
Olive Mancera, Bicol University, Philippines

About the Presenter(s)
Dr OLIVE MANCERA is a University Postdoctoral Fellow or Instructor at Sorsogon State University in Philippines

See this presentation on the full schedule – Sunday Schedule

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