00000namaa22000004a 4500 UP-100048679771083141 Buklod 20230116090703.0 a gr ||| u ta 230111s2021 xx r |||| u| d DEDUC DEDUC rda eng LG 996 2021 E32 C36 Canonigo, Allan M. author Teacher positioning, student mathematics identity, and the mediating effects of problem-solving flexibility, self-efficacy, and perception of mathematics Allan M. Canonigo ; dissertation adviser, Ma. Nympha B. Joaquin ; dissertation reader, Sheryl Lyn C. Monterola ; Job A. Nable, Maria Vanessa L. Oyzon, Erlina R. Ronda, Teodora M. Salubayba, members. Quezon City College of Education, University of the Philippines Diliman 2021 xxi, 363 leaves illustrations 28 cm. text rdacontent unmediated rdamedia Dissertation (Doctor of Philosophy in Education - Mathematics Education) University of the Philippines, Diliman January 2021 Includes bibliographical references (270-310) The acquisition of mathematics knowledge and skills together with the development of identity as learners of mathematics are central to the preparation of young people. Using a mixed-methods convergent-parallel design and a conceptual framework involving positioning theory, identity. perception due to experience, mathematics self-efficacy, and problem-solving flexibility, this study aimed to investigate the relationship of teacher positioning (TP) and student mathematics identity (SMI) and the mediating effects of perception of mathematics due to experience (PE), mathematics self-efficacy (MSE), and problem-solving flexibility (PSF). This study involved a total of twelve (12) teachers categorized into high teacher positioning and low teacher positioning with their respective students composed of a total of 508 (208 male, 300 female) Garde 11 students taking the STEM and HUMMS strands. The quantitative data were gathered utilizing researcher-made instruments which were subjected to statistical analysis using ANOVA, Mann-Whitney U Test, Wilcoxon-Signed Rank Test with alpha at .05, and structural equation modeling (SEM). On the other hand, the qualitative data were collected through in-depth interviews of the teachers and the focus group discussions with students and were analyzed using qualitative content analysis. The inductive content analysis technique was employed to condense extensive raw data into a brief format. After the qualitative and quantitative data were separately analyzed, the results were integrated to answer the research questions. The researcher hypothesized that PSF, MSE, and PE mediate the relationship between TP and SMI, and that the mediation effects of each of the variables are the same. Based on the results of the quantitative and qualitative data analyses, and from implications of related studies, the results showed that teacher positioning has a significant direct effect on student mathematics identity which indicated that along with student-related variables, teacher positioning has a positive contribution on the development of student mathematics identity. The structural indicated that teacher positioning positively contributed to the development students' perception on mathematics, students' self-efficacy, and problem-solving flexibility. On the other hand, the results of the mediation analysis confirmed the hypothesis that the relationship between PCI) and SMI is mediated by PE, MSE, and PSF. This means that how a teacher position themselves and how they position their students contributed to the development student mathematics identity and this relationship is mediated by students' perception mathematics, mathematics self-efficacy. and problem-solving flexibility. The mediation analysis. however, showed that the degree of mediation is not the same all the mediator variables showing that PSF has the largest degree of mediating. The direct effect teacher positioning on student mathematics identity would mean that teacher positioning constructs student mathematics identity. Since the mediating variables in the study were found to be constitutive elements of student mathematics identity and since teacher positioning constructs student mathematics identity, therefore, teaching and learning of mathematics in the classroom must be mindful of the relationships of teacher positioning. student mathematics identity, and the mediating effect of the student-related variables. With the results of the study. the teacher education and development. degree courses for teachers might as well consider looking into the development of the identity of prospective mathematics teachers and find ways on how to help these future teachers become aware of the importance of teacher positioning in developing student mathematics identity. Teaching and learning processes need to pay closer attention to the utterances or discourses that frame teacher positioning of students and thus offer alternative discourses and consider discourses and recast interactive positioning to better support students- learning. Also, teacher discourse should be leaning towards flexibility. because the result implied that the way to tap mathematics identity is through enriching flexibility. which can be tapped through teacher positioning. Future research involving mixed methods may consider a discursive approach to the qualitative strand as an alternative to investigate the relationship between teacher positioning and student mathematics identity. Finally, this study hopes to provide to the mathematics education community the use of quantitative approach using larger samples in investigating and establishing what constitutes student mathematics identity with another perspective where teacher positioning, problem-solving flexibility, self-efficacy. and perception of mathematics due to experience were studied together as constitutive elements of student mathematics identity using mixed-method research design. Thus. the results of the investigation of how teacher positioning may relate to the student-related variables and how this may construct student mathematics identity contributed to the understanding of student mathematics identity in relation to these variables. Mathematics teachers Philippines National Capital Region. Mathematics teachers Philippines Calabarzon. Mathematics Study and teaching (Secondary) Philippines National Capital Region. Mathematics Study and teaching (Secondary) Philippines Calabarzon. High school seniors Philippines National Capital Region Attitudes. High school seniors Philippines Calabarzon Attitudes. Joaquin, Ma. Nympha B. dissertation adviser. Monterola, Sheryl Lyn C. dissertation reader. Nable, Job A. member. Oyzon, Maria Vanessa L. member. Ronda, Erlina R. member. Salubayba, Teodora M. member. FI UP UPD DEDUC LG 996 2021 E32 C36 Book