Redefinition of the Parameters of Meaningful Mathematics Learning

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Exequiel R. Gono Jr, Emilia P. Pacoy


This study employs an integrated research design with emphasis on quantitative design that determines the
dimensions of meaningful learning experiences in Mathematics. There were primary data gathered in this study comprised the
(a) data from the responses of the research participants from one on one interview, and (b) data coming from the responses in
the survey questionnaires. The researcher used two types of instruments to gather relevant information in the realization of the
research objectives. The first research instrument is intended to gather data from the responses of the research participants
using in-depth interview. The second type of research instrument is the output of the quantitative part which is the survey
questionnaire. The researcher used two data analysis for qualitative data and quantitative data. The use of these analyses was
based on the assumption of the fluidity of the responses of the research participants and the statistical assumption of the
statistical tool. The researchers used the Colaizzi’s Seven Stage Process (1978) in analyzing the responses of the participants
and Exploratory Factor Analysis in exploring and determine the factors of meaningful learning experiences. Based on the
results and findings of the study, the dimensions of meaningful mathematical learning in mathematics comprises of six
distinct factors which are theintentional meaningful learning, cooperative meaningful learning, real-life setting, derivative
subsumption, advance organizer and educative processes

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