When someone talks about mathematics, some individuals may not like the idea of discussing it.

They thought that a simple math will make them survive this oblate spheroid shaped earth. While

others, they feel excited about the wholeness of this course. They might want to exchange some ideas

about how math can save the humanity and all. Now we can all agree that the individuals I mentioned

earlier in the first sentence may be wondering why those people that I refer to in the followed sentence

can easily grasp the lessons in mathematics, and can even make an argument about it. Without doubts,

these people are mathematically proficient. But what does it take to be proficient in mathematics?

the most common thing about us is that we have this one friend or perhaps a person we know,

who is really good in mathematics. Therefor, we can easily say that this person is mathematically

proficient- guess what, you’re wrong. Even though he excels in math, there are some points that needs

to be considered in order for an individual to be hailed as mathematically proficient. There are five

components of mathematical proficiency: conceptual understanding, procedural fluency, strategic

competence, adaptive reasoning, and productive disposition. Conceptual understanding is the ability of

a person to learn new ideas by connecting those ideas to what they already know. With conceptual

understanding, they can use their knowledge to new situations and apply what they have learned. The

ability to use procedures accurately and appropriately is what we called procedural fluency. Math is a

series of patterns that should not be bent nor messed up. But procedural fluency is not just about

memorizing procedures and facts. We must also understand the problem to be able to use the

appropriate procedures in solving it. Therefore, procedural fluency is nothing without conceptual

understanding. Strategic competence is the ability to formulate, represent, and solve mathematical

problems. Students must know and understand the different ways and approaches to solve a specific

problem. For example, in our elementary days, we solve additions by using lines as a representation of

how many numbers should we add to arrive at a solution.

 The next one is adaptive reasoning. It is the ability for logical thought, reflection, explanation,

and justification. Without this, a person you think who is good in math might be cheating at all. The

ability to think logically, explain, and justify the arrived solution is what makes him good in math.

Because a student with adaptive reasoning can easily ace it. The last one is productive disposition. It is

the inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence

and one’s own efficacy. This is where a student sees math as a useful tool and can be used in a day to

day situation. A student must also have confidence in his answers.