A Fundamental Study for the Development of Curriculum Integrating Mathematics with English Language to Enhance Mathematical Process Skills and English Language Communication
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Abstract
The research article consisted of the following objectives: 1) to study the theory and concept related to the integration of mathematics with English language in curriculum development; 2) to study problem, importance, and the needs for curriculum development; and 3) to study the mathematical process skills of the lower secondary school students. The study applied mixed-methods research to find the body of knowledge for developing and drafting the curriculum that integrates mathematics with English language. The research instruments were the document analysis record form as well as a rating scale questionnaire on problems, importance, and the needs for curriculum development. The target group included 115 administrators and teachers while the learning management plan was used with 37 students acquired by way of purposive sampling. The data were analyzed by content analysis, PNImodified, mean, standard deviation (S.D.), and percentage. From the study, the following results are found: 1) The concept on curriculum design is the construction of English sentences containing content related to mathematical process skills, with activities to practice and present what has been learned through the mathematical process skills and English language communication. 2) From studying problem, importance, and the needs for curriculum development, it is found that problem refer to the lack of curriculum and documents (x ̅=3.87,S.D.=1.01), importance refers to the fact that students are able to find English-language mathematics information in a number of learning resources (x ̅=4.70,S.D.=0.56), and the needs refer to (1) teachers have knowledge and understanding on the integration of mathematics with English language (PNImodified = 0.77), (2) Students are able to apply their mathematics knowledge and use a variety of problem-solving processes (PNImodified = 0.94), and (3) schools would like to provide curriculum related to the integration of mathematics with English language (PNImodified = 0.88).
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