In traditional mathematics education, many students are trained to manipulate symbols without being able to relate these manipulations to actual mathematical concepts in life; this is often a result of the disconnection between theorem application and the real world. The study explored how implementing the CRA (Concrete-Representational-Abstract) instructional framework applied to the Mathematics in the Modern World (MMW) course at the Antipolo Institute of Technology (AiTECH) in the Philippines assisted students in bridging the gap between active learning and using mathematics in a real-world context. Through a qualitative inquiry method, undergraduate students completed four experiential tasks: measuring the architecture of campus buildings for the Golden Ratio; documenting examples of natural Fibonacci sequences; modelling the Four Colour Theorem onto a map of Rizal Province, Philippines; and modelling weighted graphs for the purpose of optimising transportation within their communities. Information from instructor narratives and digital portfolios of the students showed evidence of successful transitions from conceptual reasoning to abstract; grounded in physical/visual representation of mathematical objects, students found that they could transition more easily to symbolic representations of mathematics, particularly in the case of complex modelling tasks. Additionally, the inclusion of the digital documentation promoted ethical authorship and community engagement by supporting the students' use of mathematical inquiry within their local communities. This study concludes that using the CRA model for contextualised mathematics instruction fosters cognitive trust, digital fluency, and a framework for scalable mathematics education in diverse institutional settings.

Authors:
Aileen Diansuy, Antipolo Institute of Technology & Mathematics Teachers Association of the Philippines Tertiaty Level, Inc, Philippines

About the Presenter(s)
Dr. Aileen A. Diansuy is a seasoned academic leader with a BS in Mathematics from Pamantasan ng Lungsod ng Maynila and advanced studies in Law and PhD Mathematics. She enriches her expertise through global programs, including CHED-AIM’s leadership training and UC Berkeley’s financial modeling certificate. Currently Interim President at Antipolo Institute of Technology, Philippines she has held leadership roles at PLM and UE. Her teaching spans top institutions such as DLS-CSB, FEU, and NU, with strong involvement in curriculum development and faculty mentoring. As a resource speaker and mathematics educator, she champions inquiry-based learning and pedagogical innovation. Her research contributions in mathematics education and digital instruction have been presented in national and international forums. As President of the Mathematics Teachers Association of the Philippines – Tertiary Level, she fosters professional growth and academic collaboration, embodying a lifelong commitment to excellence, leadership, and transformative education.

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