The Use of Non-Math Analogies in Teaching Mathematics
DOI:
https://doi.org/10.56278/tnl.v11i1.372Keywords:
Lecture-discussion, non-math analogy, personal reflections, educationAbstract
This is a quasi-experimental study on the effect of teaching with the use of non-math analogies on achievement in and attitude towards mathematics of students from two sections of a college institution in Manila as respondents. Mathematics Achievement Test (MAT) and Attitude towards Mathematics Inventory were administered as pre- and posttests, and the data collected were interpreted using t-tests. Results revealed comparability of the two groups prior to the conduct of the experiment. Further, the achievement of students taught with the use of non-math analogies improved better than those taught without non-math analogies. Likewise, the learning experience of students with nonmath analogy seemed to have a positive significant effect on their attitude towards mathematics. Students find learning with non-math analogy easier, more meaningful, and more enjoyable because they could relate the abstract concepts in mathematics to what they experience in reallife. Consequently, mathematics teachers are encouraged to use non-math analogies in teaching mathematics asa strategy that could help their students appreciate and better understand the lessons.
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