CHAPTER 1

THE PROBLEM AND ITS SETTING

INTRODUCTION

Mathematics is all around us. In everything we do, every day at school, work, at home and

even managing how to budget the allowance given to us by our parents for a week is already

dealing with mathematics. Quite simple right? But is there really someone who is weak in

Mathematics. So, what is difference between numerate and non-numerate? Someone who can

add, subtract, multiply, divide and even do some simple algebra is an example of someone who

would be described as numerate. Thus, a numerate is having a good understanding of basic math

or able to understand and use numbers.1 On the other hand, non-numerates are those students

who cannot solve a simple math problem for example, involving multiplying 3-digit by 3 digit

whole numbers correctly.

Last 2013, the K to 12 program was implemented in the Philippine’s education setting.

Along with the implementation, the Department of Mathematics invented the Numeracy Level

Test. This is a program launched by the Department of Education which aims to make every

Filipino student numerate. Yet 3 years after the implementation, studies showed that there were

increasing numbers of students which are non-numerates compared to the numerate students.

This is a big question in the credibility and teaching ability of our Math teachers in the

Philippines.

1
https://www.yourdictionary.com/numerate
 Will having non-numerate students a problem? Definitely, yes. It is a problem when the

range of students is evaluated to measure the quality of teaching techniques of a teacher and if

students learned from it. In the 21st century, Philippines ranks among lowest in reading, math and

science amongst 79 countries in reading comprehension and ends up in 70s for Science and

Mathematics in the 2018 Programme for International Study Assessment2. With this report,

Philippine government with its subsidiary to handle this kind of case should be greatly disturbed

and alarmed.

In this study, the researcher aims to present the numeracy test from 2017 to 2019 to check the

effectivity of numeracy test through changes.

STATEMENT OF THE PROBLEM

The purpose of this study is to present the profile of the numerate and non-numerates of Grades 2

to 4 for School Year 2017-2019. The purpose of the study is to answer the following questions:

1. What is the profile of the respondents in terms of age, gender and social status who took

the numeracy test?

2. What are the changes in the numeracy test based on the date from 2017-2019 of Grades 2

to 4 for School Year 2017-2019?

3. Is there a significant difference of the numeracy test result from 2017-2019 of Grades 2

to 4 for School Year 2017-2019?

HYPOTHESIS

The following hypothesis will be answered in this study:

2
Paris, J. | Philippines ranks amongs lowest in reading, math, science in 2018 study; via rappler.com
 1. What is the impact of the numeracy test result from 2017-2019 of Grades 2 to 4 for

School Year 2017-2019 to Philippines educational system?

CONCEPTUAL FRAMEWORK

This is going to be the flow of the study.

INPUT. The study aims to know the effectivity of Numeracy Test from Grade 2 to Grade 4
through changes.

PROCESS. The presentation is prepared by the researcher by gathering the test results of Grade
2 to 4 from Teodoro P. Tinio Elementary school.

OUTPUT. At the end of the study, the numeracy test effectiveness will be measured from S.Y
2017-2019.

NUMERACY LEVEL TEST

NUMBER OF NUMBER OF NON-

NUMERATE NUMERATE
STUDENTS STUDENTS

The effectivity of Numeracy Test

through changes
SCOPE AND DELIMITATION OF THE STUDY

This research used quantitative methodology to collect data from the target respondents.

The groups in this study were the Grades 2 to 4 for School Year 2017-2019. This study aims to

present the numerates and non-numerates of Grades 2 to 4 to evaluate the effectivity of the

Numeracy Level Test.

.For the sampling method, the researchers chose the purposive sampling method. Purposive

sampling involves the researcher using their judgment to select a sample that is most useful to

the purposes of the research.

SIGNIFICANCE OF THE STUDY

The study is deemed significant in the following areas or to the following persons:

Student/s. This study will help the students in the future as reference.

Future Researchers. This will be beneficial to the future researchers to further test what would

be unknown in this study.

Math Teachers- This will be evidence or proof as their guide to put all their efforts on the line

of teaching due to the failure of numeracy test since its last launched.
Department of Education- The result in this study will be their source of information to act

now, to help the future of tomorrow as based on the study in the US, low rate in education results

low economic progress which shows how the country run based on our economy in relation to

our Education.

RESEARCH OBJECTIVES

This study aimed to:

1. To evaluate the numeracy test results of Grades 2 to 4 Students of Teodoro P. Tinio

elementary School.

2. To assess the numeracy test result Grades 2 to 4 Students of Teodoro P. Tinio elementary

School.

Definition of Terms

NON-NUMERATES- Someone who has difficulty in performing the basic mathematical skills.

NUMERACY- it is s the ability to understand and manipulate numbers.

NUMERACY TEST- used for assessing a person's arithmetic skills such as addition,

subtraction, multiplication and division,

NUMERATES-Someone who can add, subtract, multiply and divide.

REVIEW OR RELATED LITERATURE

The number of non-numerates from recent studies are disturbing and increasing,

this presents the related studies about numerates and non-numerates students of the foreign and

local literature.

FOREIGN LITERATURE

An article entitled, “Global Study Finds U.S. Students Weak in Math” by Colvin

published last November 1996 states the first result of Third International Math and Science

Study involving 45 countries and 500,000 students who took the tests in 30 languages, showing

United States below average in Math. However, economic rival countries such as Russia and

Canada are both roughly in a par with England and Germany. 3 The Grade Seven and Eight from

Singapore are the top-performing country which is known for its authoritarian government and

Singapore’s successful economy. Japan, Korea and Czech Republic are also excelling. The

result of the study suggested that student’s access to books at home played a significant role in

their performance yet some teaching practices like homework were not. U.S concluded that

what’s important is students were taught-and how.

The U.S Secretary in the reigning administration, Richard Riley used the findings as a

platform to renew Clinton’s administration to push for a more demanding curriculum, with

challenging test and teaching practices that is beyond memorization.

With the given results, researchers from all over the world collected information

about the curriculum, textbooks, teachers, students and their families for the test scores to make

sense for the participating country. In lieu of the findings, the U.S educators have long known
3
RICHARD LEE COLVIN; Global Study Finds U.S. Students Weak in Math; NOV. 21, 199612 AM||LOS ANGELES
TIMES; https://www.latimes.com/archives
that at academic achievement is strongly related to the educational background of parents and

access to books, a computer and a desk.4Yet the findings for the poor student achievement raised

doubts for explanations such as too much watching television, large size of the class, not enough

homework exercises and too little money spent in Education. Norway tops on spending money

on public education per capita seconded by US. In the article, Albert Beaton, a college professor

who headed the international study stress out on reaching simple conclusion to have a single

variable that had a clear relationship to performance. The example given was in contrast with

U.S kindergarten student using calculator but South Koreans almost never use them but ranked

as second in the world. Calculator’s help students as an aid of calculating simple and complex

mathematical problem solving test however, it is important that these students know how to

calculate it without using any calculator which is very basic and essential practices in Math.

In Britain, the British Government develops NSS or the National Numeracy Strategy for

the three reasons voices out. The findings of such studies had a big influence on the development

of a teaching approach that came to be referred to as “interactive whole-class teaching”. 5 Its

main purpose was to raise standards of numeracy in participating schools, in line with national

expectations (targets) for primary students. In 2002, an extensive longitudinal research study

involving nearly twelve hundred science undergraduates, undertaken by Vicki Tariq at Belfast’s

Queens University, had been released yet results showed a decline in some basic numeracy skills

despite the fact that increasing numbers of students in their intake had been exposed to the NNS.

So, who really have struggles in Math? According to an article in readandspell.com, there

are learners with math anxiety, children with dyscalculia, Individuals with dyspraxia, Kids with
4
Ibid.

5
Peter Nicholas; Improving children’s performance in numeracy: Two countries, two approaches; ACE
PAPERS;2006
ADD/ADHD, Learners with dysgraphia and Individuals with visual processing disorders that

might hinder a student to excel in Math Subject.

Learners with math anxiety

Math anxiety as defined by Mark H. Ashcraft (2002) as "a feeling of tension,

apprehension, or fear that interferes with math performance.6 Ashcraft suggested that highly

anxious students will avoid situations wherein they will do math calculations. Hence, the student

will not be able to put his learning into practice which will result in fewer competencies,

mathematically unprepared to achieve, leaving students more anxious7 and would become non-

numerate. According to the research found at the University of Chicago by Sian Beilock8 and

her group, math anxiety is not about being bad at math. After using brain scans, scholars

confirmed that the anticipation or the thought of solving math actually causes math anxiety. It

showed the area of the brain that is triggered when someone has math anxiety overlaps with the

area of the brain where bodily harm is registered. 9 Learners with math anxiety cannot perform to

their full potential due to the interfering symptoms of their anxiety.10 The PISA results

demonstrate that students experiencing high math anxiety results mathematics scores that are 34

points lower than students who do not have math anxiety, equivalent to one full year of school.

The finding demonstrates that alleviating math anxiety may lead to improvement to learner’s

achievement.

6
https://en.wikipedia.org/wiki/Mathematical_anxiety
7
Ibid.
8
Beilock, S. L., & Willingham, D. T. (2014). "Math Anxiety: Can Teachers Help Students Reduce It? Ask
the Cognitive Scientist". American Educator. 38 (2): 28–43. ISSN 0148-432X.
9
 Harms, William. "When People Worry about Math, the Brain Feels the Pain." UChicago News. The University
of Chicago, 31 Oct. 2012. Web. 02 Mar. 2014.
10
Beilock, S. L., & Willingham, D. T. (2014). "Math Anxiety: Can Teachers Help Students Reduce It? Ask
the Cognitive Scientist". American Educator. 38 (2): 28–43. ISSN 0148-432X.
Learners with Dyscalculia

According to The Understood Team, People with Dyscalculia have trouble with math at

many levels. They struggle with concepts such as smaller vs. bigger. These learners have a hard

time doing basic math problems and more abstract math. Therefore, Dyscalculia is a learning

disability in Math.11 Dyscalculia can make everyday task difficult such as cooking, grocery,

shopping and getting places on time, all that involves basic math skills which are known as

number sense. People with dyscalculia differ by ages and in different ways. The following are

signs of dyscalculia: difficulty in understanding for quantities or concepts like biggest versus

smallest, Understanding that the numeral 5 is the same as the word five, and that these both mean

five items, remembering math facts school such as multiplication table, counting money or

counting change, estimating time, judging speed or distance, Understanding the logic behind

math and Holding numbers in their head while solving problems.

Researchers don’t know the cause of dyscalculia but they showed two possible causes:

Genes and Heredity; it tends to run in the family. Genetic may play a part in problems in math.

Second is Brain Development, study shows the differences between the brain structure for people

with and without dyscalculia. The only way to diagnosed dyscalculia is through evaluation. It

uses different evaluation test for adults and kids. Kids can get evaluation for free at school while

some can undergo private evaluation which is costly. Once a kid is being diagnosed with

dyscalculia, they get support and services at school. Like kids with dyscalculia get special

instruction in math and the school give accommodations to make learning easier. People who are

diagnosed with dyscalculia often feel relieved knowing that their challenges in Math are real.12

11
https://www.understood.org/en/learning-thinking-differences/child-learning-disabilities/dyscalculia/what-is-
dyscalculia#Snapshot:_What_Dyscalculia_Is
12
Ibid.
Individuals with dyspraxia

Students who have a hard time writing by hand, might become so distracted by number

formation that they make careless errors or get the steps in an equation in the wrong order. This

learner with this kind of symptoms has dyspraxia. According to readspell.com, it can impact on

the fine motor skills needed to hold a pen or pencil. The students may struggle to show the steps

they used to arrive at an answer. Some errors in the past forced left-handed people to write with

their right hands, forcing dyslexics to learn their tables by rote and repeatedly punishing

those who struggle to fit in with traditional schooling.13 Nrich, an educational website of

University of Cambridge suggested key teachings for students with dyspraxia such as to give

clear hand-outs, teachers should give enough time frames to answer questions, to encourage

students, emphasizing their strengths, to always be patient and avoid making assumptions about

IQ and to remember that a teacher’s way might not be their way. Nrich.org also emphasizes that

students are distracted, feeling tired or uncomfortable, confused, overloaded, disorganized and

forgetful so it is important to practice the key teachings suggested.

Thus, being a teacher is very vital to the development of her/his students especially to

students with learning disabilities. The teacher should have a lot of patient as the key teachings

implied, a teacher should motivate the students emphasizing their strength to boost confidence.

Learners with ADD/ADHD

13
nrich.maths.org | University of Cambridge.
 Kids with ADD/ADHD can rush ahead and skip a step or struggle to focus , unable to

check their work once they’ve finished a problem.14 According ectutoring.com, Students affected

by ADD/ADHD have a hard time with math because their memory is not very strong and

blocking out external stimuli is a struggle. A student with ADHD doesn’t have strong executive

function skills.  Executive functions refer to skills such as reasoning, task switching, and

planning.15 Learners have struggle with Word problems. For students with ADHD, the stumbling

block with word problems lies in the combination of words and numbers that make it difficult to

store the information in their memory as they progress through the problem.16 Second, Order of

operations confused them. The solution is highlight math signs and symbols such as the sign +, -,

x and = through colored pens, markers and highlighters. Through visualization they are reminded

of the kind of math solution to solve the problem. Third struggle is Staying Focused to finish the

problem. Students with ADHD take a lot of mental energy to stay focus on single tasks. Dr.

Roberts writes about brain exercises, says it is used to improve the executive functions in kids

with ADHD. Learners with ADHD should take a focus break for 2-5 minutes when he/she steps

away from homework even if it’s in a middle of a mathematical problem.

Learners with dysgraphia

In readandspell article, Dysgraphic students struggle with forming numbers and symbols,

organizing numbers spatially, and copying text from the board when taking notes. Learners with

dysgraphia have messy and disorganized written work that can be hard for them to read and

cause them to get the wrong answer even if they are using correct mathematical approach.

14
https://www.readandspell.com/struggling-with-math
15
https://www.ectutoring.com/adhd-and-math
16
Ibid.
Individuals with visual processing disorders

Students with visual processing disorders have difficulty with math problems that involve

spatial reasoning, including geometry, reading tables, reading maps and both discriminating and

identifying different numbers. They can also co-present with a specific learning difficulty and

have a negative impact on a child’s self-esteem, confidence and performance at school.

With these kinds of learner as part of a class that would probably increase the number

of numerate learners, teachers should make math relevant. According to readnandspell.com,

teachers should motivate learners by showing them real world situations that involve math use

outside of school classrooms.17 Explain how math works, reassure learners that it’s not all about

arithmetic, and get them excited about giving it a go and feeling comfortable trying out different

approaches to problem solving, even if it means they don’t always get the right answer. Teachers

should teach in a multi-sensory way by providing verbal explanations, shows work on the board,

and if possible, uses tactile props that students can touch and move around. Teachers should

assign note-taking buddies. Every student should have a note-taking buddy since it is

overwhelming writing down information and processing it at the same time. Teachers should

allow access to accommodations, according, to readandspell.com, if a student has been

diagnosed with a learning difficulty like dyscalculia, dyslexia or dysgraphia, you may consider

allowing them to use a calculator to do basic arithmetic or a computer to type up and submit

work. And lastly, teachers should give students more time. Teachers should give each learner the

time they need to process the line they are on before moving to the next one. Extending time

limits can help with reducing math anxiety too.

17
www.readandspell.com
LOCAL LITERATURE

The Philippines implemented its educational system commonly known as K to 12

Program in 2013. This aims for a holistic development of the Filipino students and to become

globally competitive. One of the factors for the educational system reform is the decreasing

number of numerates across the board. Once this is proven effective the Philippines will

participate in international educational research studies such as the Trends in International

Mathematics and Science Study (TIMSS).

The Philippines has participated in TIMSS way back, 1995, 1999 and 2003, thus the

results showed poor performance among the Filipino students compared to other countries.

In an article of Sun Star Pampanga by Pangan (2016), she defined Numeracy as the

combination of mathematical knowledge, the skills in problem-solving and the skill in

communication for a person to function successfully in all aspect within the new era of

technological advancement. She cited that a child was given 100 pesos for her allowance in an

entire week and the means to budget the allowance for her fare, snacks, and other things she

needs to spend with is actually a lived experience of a child for a basin numeracy skill. Pangan

(2016) stress the Program launched by the Department of Education entitled, “Project All

Numerates.” With the aim to make every Filipino numerate. The Department of Education

Region III, with the joint-forces of different primary and secondary schools implemented zero-

non numerates in their respective institution. The school use different strategic-intervention

materials to assure zero-non numerates before its school year end.4

In an article by Business Mirror (2018), the article started with TV commercial about a

young girl expressing doubts that she’s the biological child of her parents who are both good at
math while she is not. 18The storyline reflects that the majority of the learner has biggest

challenge in school which is Math. So, what’s the problem with our math education? The

article states that students can learn to love numbers and the challenges they pose with constant

exposure. When we mean exposure, this could be constant practice that relates to everyday task

that uses simple and basic mathematics. While teachers, on the other hand according to Business

Mirror, should understand that math disabilities can arise at any stage of a child’s educational

development with that being said, they played a vital role in advancement and development of

their students.

Recently, Philippines’s math performance in international competitions has greatly

improved because of the growing number of elementary and high-school teachers who have

mastered Singapore math method and applied it to ours. 19 Yet it cannot erase the fact the number

of non-numerate students. Teachers should exposed learner’s to more mathematical practices and

lived experiences as learner’s way of learning is not the same with the teacher.

FOREIGN STUDIES

Nicholas(2006), defines numerate student should have instant recall of the basic number

facts, be able to calculate accurately and efficiently as well students are able to explain their

methods and reasoning using correct mathematical terms.20 Many effective instructional

techniques and interventions have resulted from research aimed at reading needs, but schools

lack sufficient recommendations for students who are struggling in mathematics. Segal (2009), in

18
https://businessmirror.com.ph/2018/09/07/whats-the-problem-with-our-math-education/
19
Ibid.
20
Peter Nicholas,” Improving children’s performance in numeracy: Two countries, two approaches”
her study reveals that action research is a useful and empowering problem-solving tool that

promotes improved confidence in one’s teaching practice. It demonstrates that action research is

highly regarded as an effective, simple, and well-designed problem-solving tool and a way to

experiment with new possibilities in one’s own practice.21 Hence, for teachers who encountered

learners with learning disability it can help finding out what strengths your students have [so]

you can build on that in the classroom.

Sundling (2012), highly recommended the use of the three-tiered approach of Response to

Intervention, students can be taught based on their academic need and receive additional support

when assessments indicate that need.

Ann Dowker (2016) study deals with an investigation of certain factors that influence

children’s levels of improvement in response to a mathematics intervention which refers to

RTI(response to intervention) . Dowker concluded that structured individualized system of one-

to-one teaching can lead to quite significant improvement in children with numeracy difficulties

and it does not need to be highly intensive to be effective.22 Intervention can be done at any

ages. On 2017, Cannon conducted, An Action Research Study. The participant-researcher

utilized a differentiated mathematics instructional strategy of small group instruction,

collaborative group instruction, and online instruction with one classroom and traditional lecture

style pedagogy with the other classroom over a five week period in preparation for a Post-

Assessment. The pre- and post-test data helped the participant-researcher to gain a more in depth

understanding of the student's mathematical problem solving abilities.23 The finding of the study

21
Sarah Ultan Segal; ACTION RESEARCH IN MATHEMATICS EDUCATION:A STUDY OF A MASTER’S PROGRAM FOR
TEACHERS
22
Dowker A (2016) Factors That Influence Improvement in Numeracy, Reading, and Comprehension in theContext
of a Numeracy Intervention.Front. Psychol. 7:1929.doi: 10.3389/fpsyg.2016.0192
23
Melinda A. Cannon; Differentiated Mathematics Instruction: An Action Research Study
reveals that there was no significant difference among mathematics scores (achievement) and the

type of instructional pedagogy in which the students participated

Their study is very significant in my current research with given fact of the number of non-

numerates students in the country, an intervention should occur among the Philippines school,

colleged and universities to aid the increasing number of non-numerate students.

LOCAL STUDIES

Montecalvo (2000) assessed the problem solving skills and attitude in Mathematics of

Grade Six pupils in Linamon District, Division of Lanao del Norte during the school year 1999-

2000. The results implies that majority of the pupils had average performance in problem

solving skills along fractions, decimals, and percentage. The study reveals that they had a fair

attitude level towards mathematics and perceived that mathematics is useful for problems in

everyday life. In her study, she concluded that there is a significant relationship existed between

pupils' performance in problem solving skills test and type of school as well as pupils' average

grade in Mathematics. In 2002, Cañete's study determined the teacher and pupil factors affecting

problem solving difficulties in mathematics. She concluded that pupils had satisfactory

performance in basic skills test and fair attitude toward Mathematics but low performance in

Problem solving achievement test.

Lee & Lawson( 2006) states that students' understanding of mathematical

concepts may be acquired through the common use of language skills such as: spoken

discussion; written explication; questioning: formulating hypotheses; terminology; imagining

and symbolic interpretation; and listening. The researchers stress that students' competence and

confidence in studying mathematics could be enhanced by greater proficiency in language skills.

Using Language as a means of reasoning and justification must be developed progressively

throughout a student's time at school. Furthermore, Lee and company states that understanding of

language and its significant role in learning should result in more effective teaching and learning

across the curriculum.24 Their study implies to use native language as a medium of

communication for a better understanding of concepts and mathematical operations. This is

mentioned in the previous page regarding the use of native language to be used in the classroom

for a better comprehension and familiarization of the students in the classroom. It would be

easier for them to follow, to understand and to solve a mathematical question with the use of

mother tongue.

In 2018, a study of Tan and Cordova (2018) concluded that Mathematics

performance is at beginning level. This implies that content of the K to 12 standard is not fully

grasped. This challenges curriculum planners to do something about the new curriculum.

Mathematics performance correlates with parent’s (mother and father) educational attainment.

There is no significant relationship between mathematics performance and gender, family

income, mathematics proficiency and attitude towards Mathematics. Tan and Cordova( 2018)

highly recommend a nationwide survey on mathematics performance might be conducted

and intervention program may be mapped out so that student’s will be catered according to what

level of performance they are in.

Conclusion

24
Clare Lee & Christine Lawson (1996) Numeracy through Literacy, EducationalAction Research, 4:1, 59-72, DOI:
10.1080/0965079960040106
One of the concern of today’s Mathematics Education is to produce intelligent learner

who will eventually become better citizens of the future. With the new implemented curriculum,

the nation is hoping for a better education system. But with the latest TIMMS study, Philippines

ranked as 39th out of 41 participating international country. This calls for the Department of

Education to provide intervention as early Kindergarten. Thus, the results showed more non-

numerates in the country. According to a foreign study, they have used the RTI (Responseto

Intervention) to non-numerate learners to help them improved their mathematical skills. We have

nalso identified some learners disability which needs accommodation to develop their numeracy

skills such as : math anxiety, children with dyscalculia, Individuals with dyspraxia, Kids with

ADD/ADHD, Learners with dysgraphia and Individuals with visual processing disorders that

might hinder a student to excel in Math Subject.