Draft

St.
Paul University Philippines

Tuguegarao City, Cagayan 3500
+TABLE OF CONTENTS
Title Page i
Table of Contents ii
Chapter 1 THE PROBLEM AND REVIEW OF RELATED
LITERATURE 1
Introduction 1
Review of Related Literature and Studies 12
Critical Thinking 12
Problem Solving 38
Teaching Strategies to Promote Critical Thinking
and Problem Solving 72
Assessing Critical Thinking and
Problem Solving 125
Conceptual Framework 134
Statement of the Problem 152
Scope and Limitation 156
Significance of the Study 158
Definition of Terms 160
Chapter 2
METHODS AND PROCEDURES 166
Research Design 166
Research Participants 167

Senior High School 1
St. Paul University Philippines
Instrumentation 169
Data Gathering Procedure 173
Data Analysis 174
REFERENCES 176
APPENDIX……....................................... 189

Chapter 1
Introduction
It’s a generally accepted fact that the majority of
students dislike the subject of Mathematics.
As the researchers’ observation while staying at Saint Paul
University Philippines, many of the students are saying
that Math is hard, Math is not my style, Math is boring and
this and that. The students don’t understand the equation
or should the researchers’ state that Mathematics a
complicated one like a tangled thread.
The researchers’ purpose was to find more reasons of why
students has an attitude in Mathematics to expand the
knowledge for the people or to the Mathematics teachers to
know how to handle the students’ for them to understand
more and lessen the dislike in the subject.
Mathematics derived from the Greek word learning, study and
knowledge. Mathematics is all around us, in everything that
we do. Money, art, sports, mobile devices and everything in
our daily lives are all related to Mathematics and that was
one of the mistakes that people think they dislike Math
when Math is everywhere.

The researchers’ target is to know the different reasons
here in the Saint Paul University Philippines of why they
dislike Math.
Math is one of the reasons why some of the Senior High
School of SPUP shifted to another strand because maybe they
failed in that subject or they want to aversive it.
Some kids, teenagers, or even adults would grimace when
they heard the word “MATHEMATICS”. But to summarize it as a
whole, the one who are most probably passed out are the
students, basically when they heard “ALGEBRA”, “CALCULUS”,
or even “TRIGONOMETRY”.
Hence, the researchers’ chose this study to perceive the
behavior on distinctive Mathematical Views and to
understand their experiences to give an alternative way in
dealing it.
“Why do students hate Mathematics?” is one of the big
questions of the population. By hearing this question maybe
gives people irritation or maybe curiosity on it. Thus,
this study of the researchers is on how to deal with

different behaviors in Mathematics and correlates to come
up with solutions to overcome the negative attitude or
mantra towards it.
Review on Related Literature
Muhammad Shahid Farooq and Syed Zia Ullah Shah (2016),
student's success in mathematics depends upon attitude
towards mathematics. It is also influences the
participation rate of learners. This study was based on
survey of high school students about their attitudes
towards mathematics. Students of both genders constitute
the population of this study. Sample of the study was 685
students (male=379 female=306) of 10th grade selected
conveniently from 10 private and public-sector schools.
Some questionnaires was used to examine the attitudes of
male and female students towards mathematics at secondary
school level. The attitude towards mathematics plays a
crucial role in the teaching and learning process of
mathematics. The teaching method, the support of the
structure of the school, the family, the student’s attitude
towards school affects the attitudes towards mathematics.

According to Andreas Schleicher, OECD, 2013 yet we all need
math, not just for school, but for everyday life, work, and
opportunities. Good numeracy is the best protection against
unemployment, low wages and poor health.
Usually, the way that mathematics is represented in the
classroom is perceived by students, even the teachers
believe they are presenting it in authentic and context
dependent way stands to alienate many students from
mathematics (Barton, 2006; Furinghetti and Pekhonen, 2002).
Researchers concluded that positive attitude towards
mathematics attempt to improve it at lower level provides
base for higher studies.
According to Kowsun,(2008) is culturally acceptable in UK
to be negative in math, in a way that we don’t talk about
other life skills. We hear “I can do math so often it
doesn’t seem a strange thing to say.
Math is seen as the remit of “mad scientist” nerdy boys and
the socially inept (Epstein et al, 2010).
Westwood (2010) in reviewing the issue of the children’s
attitude towards mathematics cites the work of Wain who
painted a very dark picture of the image of mathematics. He
stated: many intelligent people after an average of 1500

hours of instruction over eleven years of schooling, still
regard mathematics as a meaningless activity for which they
have no aptitude it is difficult to imagine how a subject
could have achieved for itself such an appalling image as
it now has in the popular mind to think that all our effort
has led to a situation of fear and loathing is
depressing.(Wain,2002; Westwood, 2000 p.31)
Young (1906) said that the Mathematical community has to
address this duality. Mathematics is an invention of the
human mind; therefore, the way it is perceived, taught and
accepted is also subject to the variances in human
responses and emotions.
Mathematics can be viewed as exercise for the mind; it can
be a confidence builder, not breaker. (Simmers, 2011)
Hadamard (1945) believes one need not ponder on errors in
mathematics. Good mathematicians, when they make an error,
which is not infrequent, soon perceive.
Mathematics is a creation of the human mind (so can be
understood by all humans to
particular levels), an inanimate object, an idea. It is
illogical to hate something that has done
nothing to oneself; it is like having a disdain for a desk.

It is time to start emphasizing the teaching of mathematics
in a psychological and
philosophical approach. Content knowledge is important but
not more so than the intangibles;
patience, persistence, and passion to name a few. Math
teachers need to expect a lot from their
students and deliver more in terms of enhancing students’
belief in their abilities to do
mathematics.
Mathematics needs a public relations makeover. Perceptions
need to be remolded. Hard
and difficult are figments of one’s psyche. Mathematics can
be viewed as an intellectual game(chess), an opportunity to
question, explore, have fun, and get excited. Wrong answers
are a path to learning and an opportunity to “play the
game” again and again.
Students enjoy challenges in many aspects of their lives;
mathematics can be viewed as a challenge that can be
overcome with effort and commitment. I do not propose
everyone will love
mathematics, but for those who have an aversion toward it,
they need to give math, themselves

and a committed teacher another chance to experience the
beauty mathematics has to offer.
Mathematics can be a confidence builder not breaker
(Simmers,2011).
Conceptual Framework
A. How the theory is connected to the research
• The self-determination theory (SDT) this theory
relates to the study specifically in the behavior of the
students towards mathematics.
B. How are the variables interrelated?
• The variables relate on each other on the negative
behavior of the students towards mathematics and the
intervening solutions on how to deal with the students
behavior

C. Diagrammatic representation of the conceptual framework
 To know the  We need to have  Intervening solutions

experiences of the an observations on how to deal with
students towards on the students mathematics
mathematics and to and conduct
understand more interviews
through
questionnaires

Statement of the Problem
A. This study intends to correlate the different negative
behaviors of the students on Distinctive Mathematical Views
and to produce solutions by the given data of the
participants.
B.
• To determine the positive behavior of the students
towards mathematics.
• To determine the negative behavior of the students
• To determine the other behavior of the students
C.
• Solution on their negative behavior towards math.
• To become more participative and productive.
• To remove their hatred in mathematics. Actually no one
can remove it. To help them overcome their weaknesses
rather

• Help student's solve the problem about the students
who's having trouble in understanding math. I don’t
understand this
Theoretical Framework
A. The Theory
• Self-determination Theory
B. Explanation of the Theory
• The self-determination Theory (SDT) is a theory
concerned with supporting our natural or intrinsic
tendencies to behave in effective ways. The Self-
determination Theory (SDT) this theory relates to the study
specifically in the behavior or of the students towards
mathematics. The variables relate out each other on the
negative behavior of the students towards mathematics and
the intervening solutions on how to deal with the students’
behavior.
• To •know Intervening
the
solutions
experiences of theon how
studentstotowards
deal with
mathematics
mathematics and to
understand more
implications

Research Objectives
I. To find out the reasons of the students why they hate
mathematics.
II. To intend to correlate the behavior of the students
towards math.
III. To help them to overcome their negative behavior or
mantra towards math.
Scope and Limitation
Our study will cover only the academic performance of
every students of St. Paul University Philippines in
Mathematics subject.
We will conduct our study inside the campus and it
will last for 2 months. This will only intend to G11 Senior
High School SET A students of SPUP section AMETRINE,
GARNET, AMBER, and ONYX.
We will randomly pick 10 students every section to
determine our participants. We hope that we will come up
with a good research data report.

Significance of the Study
This study will benefit a lot especially to the
students to expand their knowledge or to the Mathematics
teachers to know how to handle the students for them to
understand more and lessen the dislike in the subject

Definition of Terms
Mathematics – is one of the subject in the school usually
the science of numbers, quantities, and shapes and the
relations between them
Experience –
Distinctive –
Behavior –
Dislike –
Chapter 2
Methodology
This chapter contains the methods and procedures that
will be used in the study. In includes the Research Design,
Participants of the Study, Data Gathering Procedures, and
Data Analysis tools which will be utilized to analyze the
gathered data.
Research Design
The study is all about Student’s eperiences on
distinctive mathematical views. We intent to do the study

in a limited time approximately within 2 months here in
Saint Paul University Philippines only.
Instrumentation
The study will utilize the data gathering tool:
We will be conducting observations and interviews through
questionnaires, we will collect the data and arrange them
accordingly.
Data Gathering Procedure
The researchers will distribute the consent to the
participants whether they agree to answer the given
questionnaires.
Data Analysis Tool
Ma’am di namin gets to part. Sorry ma’am
Prefernces

Appendix
Letter of Consent
January 21, 2018
To whom may it concern
Greetings! We researcher of Senior High Grade 11
Set A of St. Paul University Philippines will conducting a
research about Student’s Experiences on Distinctive
Mathematical Views.
Regarding on these issues may we have your consent
to answer our questionnaire that involved in our research
topic.
We hope that this will be okay to you. We are
hoping for your kind and honest response.

Questions:
1. Do you have any reasons why do you dislike math as
a subject? What is it?
2. What to do you think should be improve; the
teacher, the students or the teacher’s aid? Why?
3. Do you think that if you study harder in Math,
would your perspective be changed?
4. How do you deal with the lessons despite your
weakness in Math?
5. For you, what is the best way to bring back your
stimulation in Math?

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St.

Paul University Philippines

Chapter 1 THE PROBLEM AND REVIEW OF RELATED

Review of Related Literature and Studies 12

Teaching Strategies to Promote Critical Thinking

and Problem Solving 72

Assessing Critical Thinking and

Problem Solving 125

Conceptual Framework 134

Statement of the Problem 152

Scope and Limitation 156

Significance of the Study 158

Definition of Terms 160

METHODS AND PROCEDURES 166

Research Design 166

Research Participants 167

Data Gathering Procedure 173

Data Analysis 174

Senior High School 2

It’s a generally accepted fact that the majority of

students dislike the subject of Mathematics.

As the researchers’ observation while staying at Saint Paul

University Philippines, many of the students are saying

that Math is hard, Math is not my style, Math is boring and

this and that. The students don’t understand the equation

or should the researchers’ state that Mathematics a

complicated one like a tangled thread.

The researchers’ purpose was to find more reasons of why

students has an attitude in Mathematics to expand the

knowledge for the people or to the Mathematics teachers to

know how to handle the students’ for them to understand

more and lessen the dislike in the subject.

Mathematics derived from the Greek word learning, study and

knowledge. Mathematics is all around us, in everything that

we do. Money, art, sports, mobile devices and everything in

one of the mistakes that people think they dislike Math

when Math is everywhere.

The researchers’ target is to know the different reasons

here in the Saint Paul University Philippines of why they

Math is one of the reasons why some of the Senior High

School of SPUP shifted to another strand because maybe they

failed in that subject or they want to aversive it.

Some kids, teenagers, or even adults would grimace when

they heard the word “MATHEMATICS”. But to summarize it as a

students, basically when they heard “ALGEBRA”, “CALCULUS”,

Hence, the researchers’ chose this study to perceive the

behavior on distinctive Mathematical Views and to

understand their experiences to give an alternative way in

“Why do students hate Mathematics?” is one of the big

questions of the population. By hearing this question maybe

gives people irritation or maybe curiosity on it. Thus,

this study of the researchers is on how to deal with

Senior High School 4

different behaviors in Mathematics and correlates to come

up with solutions to overcome the negative attitude or

mantra towards it.

Review on Related Literature

Muhammad Shahid Farooq and Syed Zia Ullah Shah (2016),

student's success in mathematics depends upon attitude

towards mathematics. It is also influences the

participation rate of learners. This study was based on

survey of high school students about their attitudes

towards mathematics. Students of both genders constitute

the population of this study. Sample of the study was 685