Mother Tongue – Based Instruction in Teaching Elementary Mathematics
The teaching of elementary mathematics using the first language learned by the learners enables them to be more productive. Educationists have been finding realistic solutions to the realistic problems in the Philippine Educational System especially on literacy and comprehension of students. The implementation of MTB in a classroom with students’ variety of mother tongues, competence of the teachers in the use of the local language and the incomplete curriculum and instructional materials are just few of the many challenges that confront the implementation of MTB-MLE program and should have been taken into considerations as suggested by opposing experts. This study examined the implementation of teaching Mother Tongue-Based instruction in teaching elementary Mathematics in Balamban, Cebu Philippines. This study utilized quantitative method of determining the effectiveness of the use of mother-tongue in teaching Mathematics. The results revealed that the entry and exit performances of the learner-respondents on the implementation of Mother Tongue -Based Mathematics instruction are both above average. After the intervention which is the introduction of Mother Tongue-Based Mathematics training, there is a substantial increase in the performance of learners. It is concluded that when Mathematics is taught in mother-tongue, the retention skills and performance of the learners increases. Thus, it is effective and beneficial to the students' learning.
Keywords- mother-tongue instruction, elementary mathematics, entry and exit performance