Development of a Contextualized Teaching Portfolio for Higaonon Learners
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Abstract
Interpreting graphs is a vital skill for students to navigate the modern world. However, many continue to struggle with this skill, especially Indigenous learners who often find it difficult to relate mathematical content to their lived experiences. This study aimed to develop a contextualized teaching portfolio on graph interpretation tailored for Grade 8 Higaonon learners. The development followed the Successive Approximation Model (SAM), comprising three phases: Preparation, Development, and Implementation. During the development phase, the initial draft of the portfolio underwent expert validation and was revised based on the feedback received. The revised version was pilot-tested and further refined through iterative development. The improved portfolio was then implemented in a Grade 8 Higaonon class. Findings indicated that the contextualized teaching portfolio enhanced learners’ engagement, understanding, and confidence in mathematics, which students attributed to its use of real-life contexts and interactive learning activities.
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