ABSTRACT
This study aimed to determine the experiences of teachers and learners in using Digi-Math as a basis for developing an intervention program. The participants were selected mathematics teachers and learners from Binaba-an National High School who were purposively chosen based on the study objectives. Findings showed that Digi-Math helped teachers make lessons easier to understand and provided accessible and interactive instructional support. Learners, meanwhile, viewed Digi-Math as user-friendly and a complete instructional package. However, teachers encountered hindering factors such as technical problems, learners’ limited access to technology, inadequate training, and health-related risks. Learners also faced challenges, including limited access to online resources, lack of gadgets, and distractions. Based on these findings, the researcher proposed an intervention program entitled SMART MATH to address the challenges encountered and to strengthen the positive factors experienced by both teachers and learners in the use of Digi-Math.
Keywords: DIGI- Math, Learners, Mathematics Teachers, Intervention Program
INTRODUCTION
Digital Math (Digi-Math) represents the digitalization of mathematics in society and industry through automated and easily understandable computation based on mathematical models. Integrating technology into the mathematics classroom allows students to interact with people outside the classroom, helping broaden their understanding and perspectives on what they are studying.
A lot of learners are suffering from being non-numerates because it is the foundation where the knowledge must be stable and progressing. This was supported by Eddy (2010), who stated that the potential development of the mind can be achieved through the guidance and knowledge of teachers.
During Covid-19 pandemic, a lot of learners were deeply affected especially with regards to their studies. Most learners have no one to help them with their modules and were addicted with gadgets. Some have least performed in school because they were distracted with mobile games and apps. The gaps of the learners’ numeracy skills have widened. To address and fill in the gaps, the researcher has decided to study the experiences of learners and teachers on the use of Digi-math to be able to propose an intervention program for non-numerates.
In recent years, tablet computers, cellphones, and laptops have rapidly become more common in households and schools. One advantage of these devices is the use of math applications to engage students in learning mathematics. To address this gap, an exploratory study was conducted in an inclusive Grade 4 classroom where about half of the students were either at risk or had disabilities. The students used three math applications that employed different scaffolding strategies to support learning in the four fundamental operations. The pretest and posttest results showed that the use of math applications improved students’ learning in mathematics and reduced the achievement gap between struggling learners and typical learners.
In line with this, the researcher focused on the experiences of learners and teachers in using Digi-Math as a basis for program intervention. Technology provides additional opportunities for learners to see and interact with mathematical concepts. Through games, simulations, and digital tools, learners can explore concepts and make discoveries.
With the use of Digi-Math, both teachers and learners may benefit, as learning becomes easier, more interactive, and more engaging.
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