PR2 - RRL

Koh and Low (2010) focused on the financial literacy as an area where teaching mathematical concepts and authentic learning is intertwined as financial literacy offer opportunities where students are provided with real-life personal financial situations which can be used to bridge teaching mathematical concepts and finance to students.

• Methods

• Purpose

• Participants

• Results

• Study Design

On the other hand, findings from the alternative school showed that authentic instruction was highly used in this setting as this type of school catered to pregnant and parenting teens. The lessons taught were tied with the students’ daily life routines. One sample lesson mentioned was determining iron levels on cereals which was relevant to the students’ lives.

• Methods

• Purpose

• Participants

• Results

• Study Design

Quantitative and qualitative approaches were carried out to specifically investigate the effectiveness of the implementation of authentic learning of mathematics practices in a classroom that focused on financial literacy-rich mathematics lessons.

• Methods

• Purpose

• Participants

• Results

• Study Design

Additionally, the students from the experimental group also outperformed students from controlled group in terms of demonstrating ideas and knowledge related to financial literacy and its application to everyday situations. 

• Methods

• Purpose

• Participants

• Results

• Study Design

Lombardi (2007) reported that students immersed in authentic learning teaching practices are motivated to acquire new knowledge despite unfamiliarity to the new ideas, as long as the students realize that learning new concepts are meaningful and has relevance.

• Methods

• Purpose

• Participants

• Results

• Study Design

Data gathering was conducted through a series of classroom observations, questionnaires, contents and document analyses, and interviews which were analyzed through coding and thematic analysis.

• Methods

• Purpose

• Participants

• Results

• Study Design

The study was conducted in a secondary school in Indonesia where quantitative methods were employed and the participants were 76 Grade 8 students divided into two groups – experimental and control group. Data was collected from each group through the following methods; class observation, analysis of posttest scores, and students’ response to learning analysis.

WHICH OF THE COMPONENTS/S WAS/WERE NOT OBSERVED?

• Methods

• Purpose

• Participants

• Results

• Study Design

The study involved 34 fifth grader participants where 18 were boys and 16 were girls. Over two semesters the development of their critical thinking skills were observed in different ways such as video recordings of their activities, interviews, and the rubrics of critical thinking skills measurement (CTR). Data analysis revealed improvement with the students’ critical thinking in mathematics in some of the five sub-skills.

WHICH OF THE COMPONENTS/S WAS/WERE OBSERVED?

• Methods

• Purpose

• Participants

• Results

• Study Design