Development and Validation of a Mathematics Toolkit Integrating Mathematical Practice 8 (Repeated Reasoning) to Enhance Conceptual Understanding of Grade 10
Abstract
One persistet concern in Mathematics education is the presence of least-learned competencies that hinder students' conceptual understanding and academic achievement. This study aimed to assess, design, develop, implement and evaluate a Mathematics Toolkit integrating Mathematical Practice 8 (Repeated Reasoning) to enhance the conceptual understanding of Grade 10 learners at Lighthouse Community Public School, Oakland, California, USA, during the School Year 2025-2026. The study involved 82 Grade 10 learners and was anhored on the ADDIE Model. A developmental research design employing descriptive developmental research design employing descriptive developmental and qualitative approaches was utilized. Three researcher-made evaluation instruments were used to assess the toolkit in terms of content validity , instructional design and clarity, usability and student engagement, alignment to MP8 and overall quality. Quantitative data were analyzed using frquency count, mean, standard deviation, Shapiro-Wilk Test of Normality, Wilcoxon Signed-Rank Test and Kruskal-Wallis Test, while qualitative data were analyzed through thematic analysis. The findings revealed that Geometry and Right Triangonometry concept were the least-learned competencise among Grade 10 learners. The developed toolkit, which incorporated the MP8 routine of Notice-Repeat-Generalize, significantly improved learners postest performance and demonstarted a very large effect size. Validators strongly agreed that the toolkit met standards of quality, relevance and alignment to MP8. The study highlights the importance of developmetal research and structured instructional design in producing innovative learning resources that address' needs and strenghten conceptual understanding in Mathematics.
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