00000ctm a22000004i 4500 UP-99796217612070225 Buklod 20251202154556.0 a r |||| u| ta 251202s2015 ph a g |||| || | (iLib)UPD-00254218609 DEDUC rda eng DMLUC LG 995 2015 E36 C35 Calis, Manybel S. author. Ethnomathematics among Ibaloi children considerations for the K-3 curriculum Manybel S. Calis ; Leonor E. Diaz, Eufracio C. Abaya, co-adviser ; Marie Yvette C. Alcazar, critic/reader ; Pamela A. Razon, member. Quezon City College of Education, University of the Philippines Diliman 2015. xiii, 200 leaves illustrations (some color), maps 28 cm. text rdacontent unmediated rdamedia volume rdacarrier Thesis (Master of Arts in Education - Teaching in the Early Grades, K-2) University of the Philippines, Diliman June 2015. Includes bibliographical references (pages 177-185) "Children possess ethnomathematical expressions and continue to enrich them before and after their formal education starts. Ibaloi children in Sablan were then observed to identify these expressions in light of the K-3 curriculum. These expressions were also compared and contrasted to academic mathematics. The researcher lived with three families for one week each and observed them at home and in the community. Older children, peers, and teachers were observed and interviewed as well. Data was also gathered from selected informants in the barangay. The ethnographic data revealed that Ibaloi children learn ethnomathematical expressions by observing and participating in activities at home and in the community. They receive explicit instruction but when learning a new task, they may commit mistakes until they are ready for correction. Academic mathematics and ethnomathematics equip children with the necessary tools to survive and improve their lives. Both also use the children’s mother tongue and observe their developmental stages in teaching. The immense discrepancy lies in disregarding the values and morality of the community which are imbedded in the children’s ethnomathematics. Ethnomathematics is more giving, forgiving, and encouraging than it is exact because the Ibaloi community prefers that their children are hardworking, generous, peace-loving, respectful, and kind. Ibaloi children’s ethnomathematics, therefore, need to be connected to academic mathematics though horizontal mathematisation so that learning in school is maximized, more effective, and empowering." -- Abstract. Ethnomathematics Philippines Bayabas (Sablan, Benguet) Mathematics Study and teaching (Early childhood) Philippines Bayabas (Sablan, Benguet) Mathematics Study and teaching (Elementary) Philippines Bayabas (Sablan, Benguet) Ibaloi (Philippine people) Education Philippines Bayabas (Sablan, Benguet) Diaz, Leonor E. adviser. Abaya, Eufracio C. adviser. Alcazar, Marie Yvette C. reader. Razon, Pamela A. degree committee member. FI UP UPD DEDUC LG 995 2015 E36 C35 Thesis