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Title: :  SHAPING CLASSROOM DYNAMICS: TEACHERS CONCEPTION AND INSTRUCTIONAL PRATICES IN TEACHING MATHEMATICS
PaperId: :  26604
Published in:   International Journal Of Advance Research And Innovative Ideas In Education
Publisher:   IJARIIE
e-ISSN:   2395-4396
Volume/Issue:    Volume 11 Issue 3 2025
DUI:    16.0415/IJARIIE-26604
Licence: :   IJARIIE is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Author NameAuthor Institute
Ednalyn C. MorgadoDepartment of Education
Ma. Raniella M. ArdienteNORTH EASTERN MINDANAO STATE UNIVERSITY
DR. JANE CERVANTES OROPANORTH EASTERN MINDANAO STATE UNIVERSITY

Abstract

Educational Management
conception, educational philosophy, instructional practices, teaching method, technology
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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IJARIIE Ednalyn C. Morgado, Ma. Raniella M. Ardiente, and DR. JANE CERVANTES OROPA. "SHAPING CLASSROOM DYNAMICS: TEACHERS CONCEPTION AND INSTRUCTIONAL PRATICES IN TEACHING MATHEMATICS" International Journal Of Advance Research And Innovative Ideas In Education Volume 11 Issue 3 2025 Page 1323-1336
MLA Ednalyn C. Morgado, Ma. Raniella M. Ardiente, and DR. JANE CERVANTES OROPA. "SHAPING CLASSROOM DYNAMICS: TEACHERS CONCEPTION AND INSTRUCTIONAL PRATICES IN TEACHING MATHEMATICS." International Journal Of Advance Research And Innovative Ideas In Education 11.3(2025) : 1323-1336.
APA Ednalyn C. Morgado, Ma. Raniella M. Ardiente, & DR. JANE CERVANTES OROPA. (2025). SHAPING CLASSROOM DYNAMICS: TEACHERS CONCEPTION AND INSTRUCTIONAL PRATICES IN TEACHING MATHEMATICS. International Journal Of Advance Research And Innovative Ideas In Education, 11(3), 1323-1336.
Chicago Ednalyn C. Morgado, Ma. Raniella M. Ardiente, and DR. JANE CERVANTES OROPA. "SHAPING CLASSROOM DYNAMICS: TEACHERS CONCEPTION AND INSTRUCTIONAL PRATICES IN TEACHING MATHEMATICS." International Journal Of Advance Research And Innovative Ideas In Education 11, no. 3 (2025) : 1323-1336.
Oxford Ednalyn C. Morgado, Ma. Raniella M. Ardiente, and DR. JANE CERVANTES OROPA. 'SHAPING CLASSROOM DYNAMICS: TEACHERS CONCEPTION AND INSTRUCTIONAL PRATICES IN TEACHING MATHEMATICS', International Journal Of Advance Research And Innovative Ideas In Education, vol. 11, no. 3, 2025, p. 1323-1336. Available from IJARIIE, https://ijariie.com/AdminUploadPdf/SHAPING_CLASSROOM_DYNAMICS__TEACHERS_CONCEPTION_AND_INSTRUCTIONAL_PRATICES_IN_TEACHING_MATHEMATICS_ijariie26604.pdf (Accessed : ).
Harvard Ednalyn C. Morgado, Ma. Raniella M. Ardiente, and DR. JANE CERVANTES OROPA. (2025) 'SHAPING CLASSROOM DYNAMICS: TEACHERS CONCEPTION AND INSTRUCTIONAL PRATICES IN TEACHING MATHEMATICS', International Journal Of Advance Research And Innovative Ideas In Education, 11(3), pp. 1323-1336IJARIIE [Online]. Available at: https://ijariie.com/AdminUploadPdf/SHAPING_CLASSROOM_DYNAMICS__TEACHERS_CONCEPTION_AND_INSTRUCTIONAL_PRATICES_IN_TEACHING_MATHEMATICS_ijariie26604.pdf (Accessed : )
IEEE Ednalyn C. Morgado, Ma. Raniella M. Ardiente, and DR. JANE CERVANTES OROPA, "SHAPING CLASSROOM DYNAMICS: TEACHERS CONCEPTION AND INSTRUCTIONAL PRATICES IN TEACHING MATHEMATICS," International Journal Of Advance Research And Innovative Ideas In Education, vol. 11, no. 3, pp. 1323-1336, May-Jun 2025. [Online]. Available: https://ijariie.com/AdminUploadPdf/SHAPING_CLASSROOM_DYNAMICS__TEACHERS_CONCEPTION_AND_INSTRUCTIONAL_PRATICES_IN_TEACHING_MATHEMATICS_ijariie26604.pdf [Accessed : ].
Turabian Ednalyn C. Morgado, Ma. Raniella M. Ardiente, and DR. JANE CERVANTES OROPA. "SHAPING CLASSROOM DYNAMICS: TEACHERS CONCEPTION AND INSTRUCTIONAL PRATICES IN TEACHING MATHEMATICS." International Journal Of Advance Research And Innovative Ideas In Education [Online]. volume 11 number 3 ().
Vancouver Ednalyn C. Morgado, Ma. Raniella M. Ardiente, and DR. JANE CERVANTES OROPA. SHAPING CLASSROOM DYNAMICS: TEACHERS CONCEPTION AND INSTRUCTIONAL PRATICES IN TEACHING MATHEMATICS. International Journal Of Advance Research And Innovative Ideas In Education [Internet]. 2025 [Cited : ]; 11(3) : 1323-1336. Available from: https://ijariie.com/AdminUploadPdf/SHAPING_CLASSROOM_DYNAMICS__TEACHERS_CONCEPTION_AND_INSTRUCTIONAL_PRATICES_IN_TEACHING_MATHEMATICS_ijariie26604.pdf
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