Performance of grade VI-1 pupils in Paranaque district III in he division achievement test in mathematics in the SY 1995-1996 to 1997-1998: (Record no. 9539)

000 -LEADER
fixed length control field 03231nam a22002417a 4500
001 - CONTROL NUMBER
control field 9539
003 - CONTROL NUMBER IDENTIFIER
control field OCLRC
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20260730103746.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
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040 ## - CATALOGING SOURCE
Original cataloging agency OCLRC
082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number (Call Number) T 370 1999
100 ## - MAIN ENTRY--PERSONAL NAME
Personal name Banao, Magdalena M.
700 ## - ADDED ENTRY--PERSONAL NAME
Personal name Cachola, Ma. Judy
700 ## - ADDED ENTRY--PERSONAL NAME
Personal name Capinpin, Dominador C.
245 ## - TITLE STATEMENT
Title Performance of grade VI-1 pupils in Paranaque district III in he division achievement test in mathematics in the SY 1995-1996 to 1997-1998:
Sub Title an assessment/
Statement of responsibility, etc. Magdalena M. Banao.
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Place of publication, distribution, etc. Parañaque City:
Name of publisher, distributor, etc. Olivarez College,
Date of publication, distribution, etc. 1999.
502 ## - DISSERTATION NOTE
Dissertation note Master Thesis
520 ## - SUMMARY, ETC.
Summary, etc. All students, regardless of race, ethnic group, gender,socio-economicstatus, geographic location, age, language, disabllity, or prior mathematicsschlevement, deserve equltable access to challenglng and meaningful mathematicslearning and achievement. This concept has profound implications for teaching andlearning mathematics throughout the school community. It suggests that ensuringequity and excellence must be at the core of systematic reform efforts, not only inMathematics,but in education as a whole. Educators and comm{ldbltil}nity members, too, are beginming to recognize thatmost students, including a disproportionate number of women, and the poor, leaveschool without the mathematical skills they need to thrive in an increasingly complex,global economy. The role of mathematics in this fast-changing science and technology-oriented environment can't be over-emphasized. If reading is the tool to learning,mathematics is the tool to science and technology. This recognition is refected in aseries of changes in the approaches to mathematics education here and abroad. Approaches to mathematics education, like the approaches in all otherareas of education, change to reflect new thinking and the needs of society. Since World War II, Mathematics teaching was still largely based on rotelearning, with no understanding required. It gave no explanation of the meaning ofthe steps. Many educators felt that rote memorization was a had teaching technique.Shortly after World War II, they introduced explanations of why operations workedinto the mathematics curriculum. These methods prodnced students who could domath, but they weren't noticeahly better than students who had learned by rote. In the 1950s, other lcarning theories came into play. One was discoverylearning. According to this theory, students would learn better if they discover themeaning of what they arc doing. Partly because of this, the amount of math taught incach grade was reduced. Another innovation also occurred in the 1950s.They called thisreorganization spiral learning - {93}a series of short, spaced practice sessions produceslonger lasting improvement than does a single, long practice session.{94} Based on thisnotion, educators reorganized the sequence in which math was taught so that an idearecurred several times, each time with increased complexity. Teachers disliked thisapproach, and students seemed to learn less when it was used.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Subject Entry Mathematics curriculum.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Subject Entry Mini-revolutions curriculum.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Subject Entry Private & non-government organization.
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type Theses/Dissertation
Location (call number prefix code) T 370 1999
Holdings
Withdrawn status Lost status Piece physical condition (Damaged Status) Not for loan Home library Current library (holdingbranch) Date acquired Total checkouts Full call number Date last seen Copy number Price effective from Koha item type
        Olivarez College Learning Resource Center Graduate School Library 07/30/2026   T 370 1999 036 C.1 07/30/2026 1 07/30/2026 Theses/Dissertation
        Olivarez College Learning Resource Center Graduate School Library 07/30/2026   T 370 1999 037 C.2 07/30/2026 2 07/30/2026 Theses/Dissertation
        Olivarez College Learning Resource Center Graduate School Library 07/30/2026   T 370 1999 038 C.3 07/30/2026 3 07/30/2026 Theses/Dissertation