DEVELOPMENT AND VALIDATION OF A MATHEMATICS TOOLKIT INTEGRATING MATHEMATICAL PRACTICE 8 (REPEATED REASONING) TO ENHANCE CONCEPTUAL UNDERSTANDING OF GRADE 10

Math Education

One persistent concern in mathematics education is the presence of least-learned competencies that hinder students’ conceptual understanding and academic achievement. This study aimed to assess, design, develop, implement, and evaluate a Mathematics Toolkit integrating Mathematical Practice 8 (Repeated Reasoning) to enhance the conceptual understanding of Grade 10 learners at Lighthouse Charter School, Oakland, California, USA, during the School Year 2025–2026. The study involved 82 Grade 10 learners and was anchored on the ADDIE Model. A developmental research design employing descriptive developmental and qualitative approaches was utilized. Three researcher-made evaluation instruments were used to assess the toolkit in terms of content validity, instructional design and clarity, usability and student engagement, alignment to MP8, and overall quality. Quantitative data were analyzed using frequency count, mean, standard deviation, Shapiro-Wilk Test of Normality, Wilcoxon Signed-Rank Test, and Kruskal-Wallis Test, while qualitative data were analyzed through thematic analysis. The findings revealed that Geometry and Right Triangle concepts were the least-learned competencies among Grade 10 learners. The developed toolkit, which incorporated the MP8 routine of Notice → Repeat → Generalize, significantly improved learners’ posttest performance and demonstrated a very large effect size. Validators strongly agreed that the toolkit met standards of quality, relevance, and alignment to MP8. The study highlights the importance of developmental research and structured instructional design in producing innovative learning resources that address learners’ needs and strengthen conceptual understanding in mathematics.

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