Development of PESCAD: An Inductive Method of Mathematics Teaching

Abstract

This study focused on the creation of a teaching approach called PESCAD, which follows an inductive method. It involved developing a sample lesson and examining how experts and professionals would assess it. The project aimed to delve on the analysis, design, development, and evaluation of the lesson exemplar incorporating PESCAD; the effectiveness of PESCAD in fostering 21st-century skills; the efficacy of PESCAD in promoting higher-order thinking skills; how Mathematics educators would assess PESCAD based on reliability, effectiveness, feasibility, inclusivity, and flexibility; and the feedback and recommendations from the evaluators to enhance PESCAD further. The research employed a descriptive-developmental approach, where the researcher constructed a sample mathematics lesson as a representation of the inductive teaching method. Six mathematics teachers from Nueva Ecija High School evaluated the lesson. The findings indicate that PESCAD has the potential to enhance 21st-century skills and higher-order thinking skills among students. The evaluators also expressed confidence in its reliability, effectiveness, feasibility, inclusivity, and flexibility. They also acknowledged PESCAD's ability to improve students' retention of knowledge. Additionally, they suggested incorporating real-life applications and gradually increasing the complexity of examples to encourage critical thinking among students.