SHAPING CLASSROOM DYNAMICS: TEACHERS CONCEPTION AND INSTRUCTIONAL PRATICES IN TEACHING MATHEMATICS

Educational Management

This study examines how teachers' conceptions and instructional practices in teaching mathematics influence classroom dynamics. It aims to explore the relationship between teachers' backgrounds, beliefs, and teaching strategies in fostering effective mathematics instruction. The study is divided into three key components. The first part focuses on the profile of the respondents, including age, gender, educational attainment, civil status, years of teaching experience, and training related to mathematics. These demographic and professional factors provide insights into the teachers' backgrounds and their potential impact on instructional approaches. The second part investigates teachers' conceptions of mathematics, emphasizing their beliefs about teaching and learning as well as their underlying educational philosophies. The third part explores instructional practices, particularly the teaching methods employed and the integration of technology in mathematics instruction. Descriptive-correlational was used as a research design. Frequency and Percent was used to determine the profile of the respondents. Weighted Mean and Mean was used to determine the Conceptions of Mathematics Teachers and instructional practices. Pearson Product Moment Correlation was used to determine the Significant relationship between the profile and the conceptions of the respondents, Significant relationship between the profile and instructional practices of the respondents and Significant relationship between the conceptions and the instructional practices of the respondent-test for Independent Samples was used to determine Significance difference in conception and instructional practices of teachers when grouped according to school size. Data showed that there is no significant relationship between the profile and the conceptions of the respondents, there is no significant relationship between the profile and instructional practices of the respondents, and there is no significant relationship between the conceptions and the instructional practices of the respondents. Moreover, there is no Significance difference in conception and instructional practices of teachers when grouped according to school size. The findings of this study will contribute to a deeper understanding of how mathematics teachers’ profiles, beliefs, and instructional practices shape classroom dynamics.

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