Mathematics in Literature: Enhancing Learners’ Proficiency in Numeracy through Illustrated Storybooks
Keywords:
numeracy, mathematics education, literature integration, illustrated storybooks, integer operations, action research, contextualized learning, Philippine educationAbstract
This study examined the effectiveness of illustrated mathematics storybooks in improving the numeracy proficiency of Grade 7 students in a public secondary school in Silay City, Negros Occidental, Philippines. Using an action research design, the intervention integrated four quality-assured illustrated storybooks—each contextualizing one of the four fundamental operations on integers—into mathematics lessons over four weeks. The quantitative phase involved total population sampling of 40 students, while the qualitative phase used maximum variation sampling to select six participants for in-depth interviews and classroom observations. Pretest and posttest scores were analyzed using descriptive statistics, and qualitative data were subjected to thematic analysis following Lichtman’s 3Cs framework. Results indicated a notable improvement in students’ proficiency levels, with qualitative findings highlighting increased engagement, better conceptual understanding, and more positive attitudes toward mathematics. The integration of literature and mathematics was found to address both cognitive and affective dimensions of learning, making abstract concepts more relatable through narrative contexts. The study recommends incorporating illustrated mathematics storybooks into classroom instruction, providing teacher training for effective implementation, and developing culturally relevant materials to enhance both literacy and numeracy outcomes.
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