Implementation of Mathematical Investigative Approach among Intermediate Teachers

Abstract

This paper examined the implementation of mathematical investigative approach among intermediate teachers in Tandag District. It utilized descriptive method of research. The fact-finding research and data gathered were describe and subjected to a test of difference in the implementation of mathematical investigation approach and its implementation of seventy-nine (79) intermediate teachers. Most of the intermediate mathematics teachers have earned M.A. units but the degree is not vertically articulated in the field of mathematics. Implementation of mathematics investigation can be enhanced through the increase of sufficient knowledge and skills of mathematics teachers as the teachers pursue the continuing professional development (CPD). Thus, there is no significant difference in the implementation of mathematical investigation as to professional preparation of teachers in mathematics.