Situational Topics for Discussion

MATH220-Instructional Planning and Procedures in Mathematics

Mr. Victorio C. Tivar

Contents
1. Various Approaches in Teaching Mathematicsfor the NewNormal
2. Case Studies of MathematicsTeaching in the Philippines
3. Presentation of MathematicsCurriculumin the Secondary Level
4. Presentation of MathematicsCurriculumin the Tertiary Level
5. Presentation of MathematicsCurriculumin the Graduate Level
Various Approaches in Teaching
Mathematics for the New Normal
Dr. David Lee C, Reyes
Systems Plus College Foundation
01
Record your lectures
Students can watch with their
convenience
02
Set Objectives
Make sure to state objective on the first
part so students will be able to know
what to expect for the discussion
03
Keep Videos Short
At least 10 to 15 minutes
04
Allow the students practice
the practice that we give to students will
determine the quality of learning we give
to them
05
Write the steps on your slides
make sure that student will be able to
understand the steps on your slides.
06
Give specific instructions
make sure that instructions are clear
stated to students to avoid confusion
and repetitive questions.
07
Use existing resources
make sure that student
use pre-developed will beavailable
resources able to
understand
online the steps
and provide on yourwith
students slides.
clickable link
08
Provide Interactive Activities
use mobile
make sure that
appsstudent
that arewill
applicable
be able to
understand
the lesson the steps on your slides.
09
Show your care for your students
make sure with
Be honest that how
student
youwill beYou
feel. ablemay
to
understand theyou
tell them that steps
areon yourto
willing slides.
learn
and doing your best to support their
learning
10
Let students take control
ask
makestudents to student
sure that support will
andbeconsult one
able to
another to maximize
understand the stepsthe teaching
on your and
slides.
learning process
Case Studies of Mathematics
Teaching in the Philippines
FACTORS THAT ENCOURAGE TEACHERS AND
BARRIERS IN ICT INTEGRATION IN
MATHEMATICS TEACHING
DR. MARTINL. NOBISJR
University of Eastern Philippines-LaoangCampus
Laoang, Northern Samar
Challenges and Adaptive Strategies of Out-
of-Field Mathematics Teachers in the
Province of Misamis Oriental, Philippines
HernonoB. Lopez Jr.*, Dennis B. Roble University of Science and
Technology of Southern Philippines, LapasanHighway, Cagayan de
OroCity Philippines
GOOD MATHEMATICS TEACHING PRACTICES -
IN THE MAKING: A PHILIPPINE EXPERIENCE
Soledad A. Ulep
National Institute for Science and Mathematics Education
Development
University of the Philippines
MATHDALI INTERVENTION PROGRAM AND ITS
EFFECTIVENESS ON THE MATHEMATICS
PERFORMANCE OF GRADE 4 STUDENTS
Enrique, W. D. & Cusipag, M. N..
BaliuagUniversity and Knowledge Channel Foundation, Inc.
 Benguet State University High School
Students’ Curiosity, Interest, and Perceptions
on Interactive Manipulatives in Mathematics
Julie A. Buasen| Joel V. Lubrica| SeranoL. Oryan| Monica S.
Alimondo| Bretel B. Dolipas| Phil S. Ocampo
Math-Physics-Statistics Department, College of Arts and Sciences,
Benguet State University
Presentation of Mathematics
Curriculum in the Secondary
Level
The Philippine Mathematics Curriculum is conceived with the twin goals
of developing students’ critical thinking and problem solving.
The contents are clustered into five strands:
1) Numbers and Number Sense
2) Measurement
3) Geometry
make sure that student will be able to
understand the&steps
4) Patterns on your slides.
Algebra
5) Statistics and Probability
make sure that student will be able to
understand the steps on your slides.
GRADE LEVEL STANDARDS

make sure that student will be able to

understand the steps on your slides.
make sure that student will be able to
understand the steps on your slides.
 Presentation of Mathematics
Curriculum in the Tertiary Level
 GENERAL EDUCATION CURRICULUM:
HOLISTIC UNDERSTANDINGS, INTELLECTUAL
AND CIVIC COMPETENCIES
CHED MEMORANDUM
No. 20 , s. 2013
ARTICLE I. CURRICULUM OVERVIEW
General Education is the portion of the
curriculum common to all undergraduate
students regardless of their major. It
exposes them to various domains of
knowledge and ways of comprehending
social and natural realities, developing in the
process of intellectual competencies and
civic competencies.

DAVID LEÓN
 ARTICLE I. CURRICULUM OVERVIEW

Section 2. General Education Outcomes

1. Intellectual Competencies
2. Personal and Civic Competencies
3. Practical Responsibilities

DAVID LEÓN
 ARTICLE I. CURRICULUM OVERVIEW
Section 3. Revised Core Courses

As proposed, the GEC will be reduced to a

minimum of 36 units, distributed as follows:
 24 units of core courses;
 9 units of elective courses; and
 3 units on the life and works of Rizal (as
mandated by law)

DAVID LEÓN
DAVID LEÓN
DAVID LEÓN
 Presentation of Mathematics
Curriculum in the Graduate Level
POLICIES, STANDARDS, AND
GUIDELINES FOR GRADUATE
PROGRAMS
CHED MEMORANDUM
No. 15 , s. 2019
 Article IV. Curriculum
Section 11. Curricular and Developmental Initiatives

Curricular content of graduate programs shall be strengthened

by the offering HEIs to include strategic learning and teaching
competencies that are key and relevant to contemporary
global, regional, and national economic, political, and social
development.
A picture is
worth a
thousand
words