Teaching Paradigm and Values in Mathematics An Explanatory Approach

The kind of teaching paradigm a teacher adheres to determine the kind of teaching approaches he applied in the teaching of mathematics. This, however, influences the mathematical content to be taught, the pedagogical strategies employed, the disciplinary organization of the class, and so on. The way he puts into practice the learning theory he adhered to posit the necessary values he wanted to convey to the students implicitly or explicitly as Grant Bright adds that a person’s paradigm, therefore, dictates his behavior. But what kind of relation is there between the mathematics values and the teaching paradigms of the secondary mathematics teachers? It is essential to reveal the existence and level of relation between the two variables. The study focused on the mathematics teachers’ teaching paradigms and mathematical values specifically the positivist and constructivist mathematics and mathematics educational values of secondary mathematics teachers in the division of Surigaodel Norte. The study utilized the explanatory sequential mixed method research design. Results showed that there was high manifestation of positivism paradigm among mathematics teachers and very high manifestation of constructivism paradigm. Mathematical values specifically the positivist and constructivist mathematics and mathematics educational values were also evident and transpired based from the responses during the interview conducted. Hence, Mathematics teachers in the division of Surigaodel Norte are eclectic, theytend to blend both teacher-centered and student- centered teaching paradigms.

Keywords: Constructivism, Mathematics educational values, Positivism, Teaching paradigms.