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UCU GS Research Journal
TEACHING STRATEGIES IN MATHEMATICS IN THE 21ST CENTURY
VICTORIA R. VELASCO

This study sought to determine the extent of use of teaching strategies in Mathematics in
the 21st century in the district of Asingan I, Division of Pangasinan II SY 2015-2016. Specifically,
Problem No. 1 focused on the profile of the respondents which included variables namely: age,
sex, civil status, highest educational attainment, number of years teaching Mathematics and
relevant trainings attended. Problem No. 2 dealt with the extent of use of teaching strategies
in Mathematics in the 21st century namely: actively learning strategy, collaborative learning
strategy, multimedia driven strategy, critical and inventive thinking, personalized instruction
and creative project-based strategy. Problem No. 3 focused on the significant differences in
the extent of use of the teaching strategies in the 21st century in Mathematics across the
profile variables. Problem No. 4 dealt on the problems encountered by the teachers in the use
of the teaching strategies in Mathematics. Problem No. 5 focused on the development of an
enhancement program to enhance the teaching strategies in the 21st century.
The following are the findings: The teacher respondents are within the age bracket of
26 to 41 and above, dominantly females, dominantly married, almost all of whom are pursuing
graduate studies, with less than 10 to more than 20 years in service and have been attending
relevant trainings from division to international levels. The teacher-respondents’ extent of use
of the different teaching strategies in Mathematics in the 21st century is generally “extensively”
as indicated by a grand overall weighted mean of 3.98, with active learning strategy having
the highest overall weighted mean of 4.18 and collaborative learning strategy and critical and
inventive strategy having the lowest mean of 3.93 respectively.
Based on the aforcited findings in this study, the following conclusions are formulated:
The respondents vary in their profile and at certain instances there variations are in extreme cases.
There is still a need to enhance and upgrade their extent of teaching strategies in Mathematics in
the 21st century to the highest level which is very extensive. The Mathematics teachers are not
significantly comparable in their extent of use of the teaching strategies at certain times, and at
certain situations, but there are cases they are comparable. A proposed enhancement program
was developed to enhance the teachers’ teaching strategies in Mathematics in the 21st century.
On the basis of the salient findings and the conclusions drawn the following are
hereby recommended: To enhance the professional upgrading of the teachers, they should take
their own initiatives to finish their masteral and a doctoral degrees. They must attend higher
level trainings focus on the 21st century education specifically on 21st century teaching. The
school officials should monitor, supervise and evaluate the use of the teaching strategies to
address some of the problems encountered. Recommend the implementation of the developed
enhancement program.
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