Professional Documents
Culture Documents
Total 25,500.00
Tarpaulin 10 x12 Php50 per sq. foot 1000.00
School Supplies Bond papers 3 reams 750.00
Specialty Papers 150 pcs 1500.00
Frames 1000.00
Folders 12 pcs 250.00
Masking Tapes 12 pcs 150.00
Computer Inks 1000.00
Batteries /other supplies 500.00 6150.00
VIII. Rationale:
The prodigygame.com shared that “The longer educators stand in opposition
to technology in the math classroom, the more challenging it will be to engage today’s
students. As students have grown up holding smartphones longer that they have held
baby bottles, this reality suggests students expect technology to be part of their
learning experiences”. In the journal on Contemporary issues in Technology and
Teacher Education, strongly stressed that preparing tomorrows teachers to use
technology is a necessity. It has been said more often that teachers cannot be
replaced but those who do not learn ICT can be replaced by those who are.
It is therefore an indisputable datum that teachers should be enhanced further to use
technology in teaching, Mathematics is one of those. Piaget discovered that children
first develop ideas concretely and later progress to abstractions (Piaget, 1970). In
designing learning environments, it is often helpful to apply this principle in reverse: to
help students learn an abstract idea, provide them with more tangible visualizations.
Researchers have found that when technology makes abstract ideas tangible,
teachers can more easily (Bransford, Brown, & Cocking, 1999; Roschelle et al., 2001;
diSessa, 2001): • Build upon students’ prior knowledge and skills. • Emphasize the
connections among mathematical concepts. • Connect abstractions to real-world
settings.
Coupled with this activity is the recognition that” unpacking of curriculum is essential
in the selection of curriculum content, learning activities and assessment tools. In the
Implementation of K to 12 education program, unpacking curriculum is useful to
teachers specially when they design their instructional plans and when they design
assessment tools”. (Greg Tabios Pawilen) 2019. So much with data analysis from
plans to assessment. It has been the call of today that directions, policy and
interventions should be data driven.
In the onset of Senior High School program early implementation, and the Status of
Mathematics Learning outcomes results as evidenced by quarterly report in DEPED
Cavite and as an upshot of Dialogue and Document Analysis during stays in schools
it is but appropriate that this bustle will have its headlong hike.
(Source:https://www.prodigygame.com/blog/technology-in-the-math-classroom/ Contemporary Issues
in Technology and Teacher Education)
The Teacher and School Curriculum, A Guide to Curriculum Development Practice
(Greg Tabios Pawilen 2019 )
IX. Objectives:
At the end of each session, the participants should be able to:
1. unpack standards and competencies in senior high school Mathematics;
2. identify appropriate instructional strategies and assessment tools based on
competencies;
3. capacitate teachers on the utilization of Information and Communication
Technology and Graphing calculators in teaching critical content in
mathematics
4. familiarize with different ICT applications in the preparation of outcome based
activities in mathematics and assessment activities.
Prepared:
Approved:
Session I EDUARDA M.
10:00 – 12:00 Unpacking of Learning Competencies in ZAPANTA
SHS Mathematics
1:00-2:30 SESSION II NORMAN. C. BAROSO
Walkthrough Critical Content in SHS
Mathematics
TPACK and SAMR Model
VICTORIO N. MEDRANO
Principal IV- GMATHS
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WORKING COMMITTEE
GROUP CHAIRPERSONS:
Names Schools