Reflection Papers in EdD 809 (Pedagogy & Special Topics in Mathematics Education)

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REFLECTION
PAPER
IN
EdD 809 (PEDAGOGY AND SPECIAL TOPICS
IN MATHEMATICS EDUCATION)
Submitted By:
SAMSUDIN N. ABDULLAH
PhD in Education – Mathematics Student
Submitted To:
DR. LEORENCE C. TANDOG

Professor
REFLECTION PAPER in EdD 809 (Pedagogy & Special Topics in Mathematics

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SAMSUDIN N. ABDULLAH
PhD – Mathematics Education
2nd Year Student
Dr. Leorence C. Tandog

Professor
EdD 809 (Pedagogy & Special Topics in Mathematics Education)
REFLECTION ON PEDAGOGY AND SPECIAL TOPICS IN MATHEMATICS

EDUCATION
Pedagogy is a term that refers to the method of how teachers teach, in
theory and in practice. Pedagogy is formed by an educator’s teaching beliefs and
concerns the interplay between culture and different ways to learn. In order to help
students to build on prior learning, meaningful classroom relationships must exist.
Pedagogy refers to the study of teaching approaches and how they affect
learners. A carefully considered pedagogy is essential in enabling students to learn
more effectively and can help them develop high-order thinking skills. There are
four common forms of pedagogy: social (education as supporting social
development), critical (deconstructing normative perspectives), culturally
responsive (encouraging the sharing of diverse backgrounds and experiences)
and Socratic (developing intellectual and social skills to live in a democratic
society).
Critical mathematics pedagogy is an approach to mathematics
education that includes a practical and philosophical commitment to liberation.
Approaches that involve critical mathematics pedagogy give special attention to
the social, political, cultural and economic contexts of oppression, as they can be
understood through mathematics. They also analyze the role that mathematics

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plays in producing and maintaining potentially oppressive social, political, cultural
or economic structures. Finally, critical mathematics pedagogy demands that
critique is connected to action promoting more just and equitable social, political
or economic reform.
Critical mathematics pedagogy builds on critical theory developed in
the post-Marxist Frankfurt School, as well as critical pedagogy developed out of
critical theory by Brazilian educator and educational theorist Paulo Freire.
Definitions of critical mathematics pedagogy and critical mathematics education
differ among those who practice it and write about it in their work. The focus of
critical mathematics pedagogy shifts between three core tenets, but always
includes some attention to all three: (1) analysis of injustice and inequitable
relations of power made possible through mathematics, (2) critiques of the ways
in which mathematics is used to structure and maintain power, and (3) critiques
toward plans of action for change and the use of mathematics to reveal and oppose
injustices, as well as imagine proposals for more equitable and just relations.
Why do we need to teach mathematics?
International comparative studies in mathematics have provided a large
body of knowledge about how students do mathematics in the context of the
world’s varied educational institutions. These researches have investigated the
prevailing factors that influence the learning of mathematics and help identify
effective aspects of educational practice in homes, classrooms, schools, and
school systems. Examining the learning of mathematics in other countries helps
researchers, educators, and government policymakers to understand how

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mathematics is taught by teachers and how it is learned and performed by students
in different countries (Cai et al. 2017).
In the Philippines, mathematics education is the primary target of
incessant changes in the educational system. Many Filipino educators today are
challenged on what pedagogical approaches could cater the individual needs of
21st century learners to increase their understanding of basic and advanced
numeracy and scientific skills (Criswell & Greg, 2018; Gegone, 2020). Teachers
are spending more time for continuous improvement to stay abreast of the new
teaching strategies just to emerge students’ potentials in Science and
Mathematics.
The K to 12 Program envisions to hone the 21st century skills of students
such as critical thinking, creativity, collaboration and communication to cope with
the demands of the globalization. Abdullah (2020) stressed that it is timely for the
teachers to upgrade their pedagogical content knowledge to address the needs of
the new normal classroom environment. He added that teachers’ content
knowledge and pedagogical approaches can develop students’ performance in
Mathematics.
Paculanan (2013) emphasized that mastery of the subject matter
accompanied by appropriate pedagogy increases problem solving performance
while simultaneously decreasing disruptive behavior. Simpal (2020) emphasized
that how knowledgeable the teachers are in their subject matters if they are not
innovative in their pedagogical knowledge, their students still have difficulties in
understanding math lessons. Abdullah (2020) noted that pedagogical content

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knowledge of Mathematics teachers has a direct relationship to the learning
performance of students. He added that teachers who are knowledgeable in their
subject matters and innovative in their pedagogies is what the Department of
Education (DepED) needs in producing lifelong learners imbued with 21st century
skills.
In Sultan Kudarat, many Mathematics teachers are holders of master’s
degrees in Mathematics. Aside from that, they are also sent into seminars,
trainings and even webinars in this new normal set up of classroom environment
in order to improve their pedagogical content knowledge. However, records from
the Guidance Office of each school reveal that students’ performance in
Mathematics lagged behind compared with other subjects. As a matter of fact,
students scored very low during major examinations in Mathematics. Thus, the
researcher will try to investigate the relationship of math teachers’ pedagogical
content knowledge and students’ performance in General Mathematics.
What is Pedagogical Content Knowledge (PCK) Theory?
Pedagogical Content Knowledge (PCK) Theory was introduced by Lee S.
Shulman (1986). He developed the said theory and established a theoretical
framework that is applied by many researchers now. He attempted to bridge the
gap between the content and pedagogical knowledge of teachers who are required
and expected to know the tools they should possess to make that knowledge
accessible to all types of learners. These tools are not simply the classroom
management only but rather knowledge of teaching strategies to simplify the

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difficult lessons. The Pedagogical Content Knowledge (PCK) Theory is very useful
in representing the subject matter comprehensible to others. It includes the wide
repertoire of knowledge towards the subject matter as well as how the students
cope with difficult topics. The theory stressed that pedagogical content is the
intersection of content knowledge and pedagogical knowledge.
Shulman (1986) emphasized that teachers’ content knowledge and
pedagogy on the subject are viewed as mutually exclusive. He assumed that the
teaching programs should be coined by two different fields of knowledge. To
counter this dichotomy, he introduced the idea of pedagogical content awareness,
which involves pedagogical knowledge and content knowledge, among other
categories. His initial definition of teacher knowledge included knowledge of the
curriculum and knowledge of the context of education.
While other education researchers since the 1990s have expanded and
promoted the development of Pedagogical Content Knowledge (PCK) among
teachers through both teacher preparation (pre-service) and professional
development (in-service), still limited researches are conducted to investigate the
relationship of PCK to the performance of students in Mathematics. PCK is a
special combination of content and pedagogy that is uniquely employed by
teachers and thus is considered to be the “special” form of an educator’s
professional knowing and understanding. It is known as craft knowledge. It
comprises integrated knowledge representing teachers’ accumulated wisdom with
respect to their teaching practice: pedagogy, students, subject matter, and the
curriculum. It must be addressed within the context of a diverse pedagogy. PCK

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theory questions the value of knowing everything about a subject if one does not
understand how students learn it or the value of being the very best at instructional
strategies if those strategies cannot deliver high quality of knowledge on the
subject matter. What is needed instead is to orchestrate teacher learning
opportunities that are centered on the specific ways of knowing and doing within a
given subject or, on pedagogical content knowledge.
On the other hand, Abdullah (2020) stressed that teachers are expected
to show that they have the required knowledge of the subject matter; and it is
assumed that, if they have that knowledge, they would then be able to positively
influence their students. Gegone (2020) also noted that very little attention has
been paid to teaching techniques or procedures. In fact, over the course of history,
the Pedagogical Content (PCK) Theory is found to be very effective teaching
principles in Science and Mathematics.
The professional learning of teachers is an ongoing process of knowledge
building and skill development in effective Mathematics teaching-learning
activities. In the context of a diverse society, it is the process through which math
teachers in high minority schools master both content and diverse student
pedagogy. Tchoshanov (2017) added that professional development and teacher
preparation research support the importance of Mathematics teaching quality and
further identify content specific pedagogy as a key ingredient in teaching quality.
He provided insights from previous researches pertinent to professional learning,
theory of diverse pedagogy, content learning, and how these can be integrated into

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a professional development program for teachers in a multicultural, equity-
conscious society.
The concept of pedagogical content knowledge is not new. The term
gained renewed emphasis with Lee Shulman (1986), a teacher education
researcher who was interested in expanding and improving knowledge on teaching
and teacher preparation that, in his view, ignored questions dealing with the
content of the lessons taught. In his view, the key to distinguishing the knowledge
base of teaching rested at the intersection of content and pedagogy (Shulman,
1986). This means that content knowledge and pedagogical knowledge are
inseparable contexts in teaching-learning activities to have effective outputs
particularly in Mathematics.
Teachers’ pedagogical content knowledge is also known as teachers’
productivity which refers to their effectiveness in delivering lessons, lesson
planning, classroom management, school, home and community involvement,
professional and personal characteristics, punctuality and attendance and peer
relationship. Teachers’ job performance could be described as the duties
performed by them at a particular period in the school system to achieve school
goals. Teachers are the most valuable assets of educational system (Mekonnen,
2014). Teachers’ performance in schools is highly influenced by school-based
programs that motivate the teachers to improve their teaching performance. Some
factors that influence teachers’ performance are condition of work environment,
pre-service preparation, continuous professional development, and management
and leadership skills and mentoring programs offered by the schools. Studies

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reveal that new math teachers who are not mentored have pedagogical content
knowledge. In return, poor performance of their students in Mathematics will be
evident.
DepEd Order No. 42, s. 2017 urged all the public schools to adopt the
Philippine Professional Standards for Teachers (PPST) as a basis for all learning
and development programs for teachers to ensure that teachers are properly
equipped to effectively implement the K to 12 Program. Teacher Education Council
(TEC) is mandated to strengthen teacher education in the country and align its
curricular offerings into new professional standards of the PPST. One of its
functions is to design collaboration programs and projects that would enhance pre-
service and in-service teacher training, retraining, orientation and teacher
development. By virtue of RA 7784 the creation of Teacher Education Council
(TEC) is the led agency tasked with the conceptualization, development and
monitoring of the Teacher Induction Program (TIP) before its institutionalization by
the DepEd. The Council conceptualized the Teacher Induction Program (TIP)
during the 2003 Strategic Workshop after a series of zonal conferences with
teacher education institutions and the other field offices of the Department of
Education (DepEd Order No. 43, s. 2017).
The Philippine Professional Standards for Teachers, which is built on
National Competency-Based Teacher Standards (NCBTS), complements the
reform initiatives on teacher quality from pre-service education to in-service
training. It articulates what constitutes teacher quality in the K to 12 Reform through
well-defined domains, strands, and indicators that provide measures of

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professional learning, competent practice, and effective engagement. This set of
standards makes explicit what teachers should know, be able to do and value to
achieve competence, improved student learning outcomes, and eventually quality
education. It is founded on teaching philosophies of learner-centeredness, lifelong
learning, and inclusivity/inclusiveness, among others. The professional standards,
therefore, become a public statement of professional accountability that can help
teachers reflect on and assess their own practices as they aspire for personal
growth and professional development (DepEd Order No. 42, s. 2017).
On the other hand, education is a very important human activity. It helps
any society fashion and model individuals to function well in the environment.
According to Hoge (2016), the purpose of education is to equip the citizenry to
reshape their society and eliminate inequality. In particular, elementary school
education is an important sector in national and individual development. It plays a
vital role in creating a country’s manpower resources (Kimani et al, (2013).
Provision of quality elementary education is therefore important in generating the
opportunities and benefits of social and economic development. It has been proved
that teachers have an important influence on students’ academic achievement.
They play a crucial role in educational attainment because they are ultimately
responsible for translating policy into action and principles. Effective mentoring
programs have significant effect on teachers’ pedagogical content knowledge and
of course on students’ academic performance. Wright et al. (1997) as stated by
Kimani et al. (2013), the most important factor influencing student learning in
Mathematics is the teacher himself. Math teachers stand in the interface of the

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transmission of knowledge, values and skills in the learning process. In this
connection, new Math teachers should be mentored by the seasoned teachers so
that they could deal the learners with full confidence.
Further, Mekonnen (2014) stressed that education is one of the most
important factors that has direct relation to the development of society and it
continues to assume the same role as long as society exists. Education is also a
process by which man transmits his experience, new findings and values
accumulated from several centuries in his struggle for survival. It is the basis for
socio-economic, cultural and political development of a country. It enables
individuals and society to make full participation in the development process by
acquiring knowledge, skills and attitudes. According to Panda and Mohanty (2003)
as stated by Mekonnen (2014), good teachers are essential for effective
functioning of education system and for improving the quality of learning process.
Job satisfaction enables teachers to put their maximum effort up on their work. A
teacher is, therefore, likely to act in a way that maximizes the use of his aptitudes.
Similarly, teachers’ positive attitude towards teaching determines their positive
perception of the environment. Instructional practices play a vital role to develop
students’ cognitive and psychomotor skills. If a teacher is very committed to his
teaching profession, maximum learning of students will be observed. On the other
hand, teachers’ performance refers to the teachers’ ability particularly in
knowledge, skills, and behavior that could be the measure of their teaching
competence. The key result areas (KRA) include content knowledge and
pedagogy; learning environment and diversity of learners; curriculum and planning;

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assessment and reporting; community linkages and professional engagement and
personal growth and professional development (DepEd Order No. 2, 2015).
Shulman (1986) defined pedagogical content knowledge as teachers’
interpretations and transformations of subject-matter knowledge in the context of
facilitating student learning. He further proposed several key elements of
pedagogical content knowledge: (1) knowledge of representations of subject
matter (content knowledge); (2) understanding of students’ conceptions of the
subject and the learning and teaching implications that were associated with the
specific subject matter; and (3) general pedagogical knowledge (or teaching
strategies). To complete what he called the knowledge base for teaching, he
included other elements: (4) curriculum knowledge; (5) knowledge of educational
contexts; and (6) knowledge of the purposes of education (Shulman, 1987). To this
conception of pedagogical content knowledge, others have contributed valuable
insights on the importance and relevance of the linguistic and cultural
characteristics of a diverse student population. In short, Shulman (1986) classified
pedagogical content knowledge into two categories: (1) content knowledge and (2)
pedagogical knowledge.
Teachers’ Content Knowledge in Teaching Mathematics
Success in learning Mathematics depends on teachers’ content
knowledge. Math teachers who have limited content knowledge have fewer
opportunities to influence student achievement than teachers who conceptually
understand material/content. Content knowledge is defined as "the amount and

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organization of knowledge per se in the mind of the teacher" or the amount of
knowledge contained in a teacher. Such knowledge includes subject matter
knowledge (SMCK) or knowledge of content in the subject matter, knowledge of
pedagogical content, and knowledge of the curriculum. This involves conceptual
knowledge (knowledge of concepts, principles and definitions) and procedural
knowledge (knowledge of procedures and problem solving), why this statement is
true or false and how knowledge is constructed (Tchoshanov, 2017).
Campbell et al. (2014) defined content knowledge (CK) as a knowledge
related to mastery of material, content or mathematical content while pedagogical
content knowledge (PCK) is an integrated teacher knowledge of certain material
and how to incorporate it into learning, thus the material is easy to understand and
can improve student knowledge. This statement is slightly different from what was
stated by Shulman (1986) who stated that CK is part of PCK. In contrast to
Campbell et al. (2014), Olfos et al. (2018) provided different research alternatives,
to analyze more deeply the specific knowledge of mathematics of teachers and
teachers’ teaching knowledge, Olfos et al. (2014) refers to Vergnaud's Conceptual
Theory which divides CK teachers in two categories, (1) conceptual content
knowledge (CCK) and (2) representational knowledge (RK).
Ball et al. (2015) analyzed teacher mathematics knowledge for teaching
Mathematical Knowledge of Teaching (MKT) and its effect on teaching quality and
student achievement. In his research, CK was mapped in three categories of
knowledge namely (1) knowledge of general content, (2) knowledge of specific
content, and (3) knowledge of content horizons. While for PCK, mapped in 3

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categories, knowledge namely (1) content and student knowledge, (2) content and
teaching, and (3) content and curriculum.
Tchoshanov (2017) used the word cognitive demand as a function of
teacher content knowledge related to the many opportunities for learning and
teaching in the classroom. In the aspect of learning, content knowledge refers to
how much thought is needed in the classroom, or how far the subject matter
knowledge of the teacher in the teaching material in the class. While in the teaching
aspect, content knowledge refers to which type of teacher knowledge is needed to
support students' thinking in the classroom. He also applied cognitive type as an
instrument to measure teacher knowledge content. Cognitive classification used in
this study builds the existing research and consists of knowledge of facts and
procedures (for example, procedural knowledge), knowledge of concepts and
connections (for example, conceptual knowledge), and knowledge of models and
generalizations (for example, generalized knowledge).
DepEd Order No. 42, s. 2017 gave other perspectives about the said
theory. Content knowledge and pedagogy were the terms used in the classroom
observation tool (COT) for the teachers. It is one of the key result areas (KRA) to
be observed or accomplished by the teachers through means of verification
(MOVs). Content knowledge and pedagogy refers to the mastery of the subject
and its integration to other subject areas or disciplines. This also refers to the
expertise of the teachers to simplify the difficult topics to improve the literacy and
numeracy skills of pupils. This includes (1) content knowledge and its application
within and across curriculum areas; (2) research-based knowledge and principles

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of teaching and learning; (3) positive use of ICT; (4) strategies for promoting
literacy and numeracy; (5) mother-tongue, Filipino and English in teaching and
learning; and (6) classroom communication strategies (DepEd Order No. 42, s.
2017).
Content knowledge and pedagogy domain recognizes the importance of
teachers’ mastery of content knowledge and its interconnectedness within and
across curriculum areas, coupled with a sound and critical understanding of the
application of theories and principles of teaching and learning. This domain
encompasses teachers’ ability to apply developmentally appropriate and
meaningful pedagogy grounded on content knowledge and current research. It
takes into account teachers’ proficiency in Mother Tongue, Filipino and English in
the teaching and learning process, as well as needed skills in the use of
communication strategies, teaching strategies, and technologies to promote high-
quality learning outcomes (DepEd Order No. 42, s. 2017).
Paghubasan (2018) stated that the power of an effective Math teacher has
been recognized for decades. The teacher in the classroom has the greatest
influence on student learning and achievement. He should be equipped with
content knowledge and pedagogy in order to produce quality learners imbued with
knowledge, skills and attitudes. The basic premise has been forced to the forefront
of educational debate because the measurement of student learning and
achievement is tied to state, national, and international assessment. If the students
are not performing well, then teachers must be responsible. Different experts
emphasize different practices in effective teaching. Many begin with the content

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knowledge of subject matter as core to the quality of a teacher (Abdullah, 2020).
The teaching pedagogy has been the core component of teacher evaluation
systems, but the emphasis of these systems has been on superficial elements
such as classroom organization, management and presentation. Using effective
pedagogical practices does not guarantee a highly effective teacher. Math
teachers must be able to provide the product of effective teaching and demonstrate
student learning (Aman, 2020).
Teachers’ Pedagogical Knowledge in Mathematics
Guerrero (2019) defined pedagogical knowledge (PK) as the specialized
knowledge of teachers for creating effective teaching and learning environments
for all students. It also refers to the teachers’ application on methods of teaching
visible or shown in delivering their lessons during the classroom observation. He
added that PK is the knowledge which integrates the content knowledge of a
specific subject and the pedagogical knowledge for teaching that particular subject.
He gave five (5) components of pedagogical knowledge such as (1) classroom
management, (2) teaching methods, (3) classroom assessment, (4) structure and
(5) adaptability.
Classroom Management. This refers to the ability of Mathematics
teachers in maximizing the quantity of instructional time, handling classroom
events, teaching at a steady pace, maintaining clear direction in lessons. It also
refers to their skills in maintaining proper discipline of students while undertaking
the classroom instructions. It is the process by which teachers create and maintain

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appropriate behavior of students in classroom settings (Guerrero, 2019). It refers
to the set of strategies that engage pupils in activities or tasks in different physical
environments. It refers to the physical, psychological and instructional setting of
the classroom to attend to the individual needs of the pupils. This includes (1)
learner safety and security; (2) fair learning environments; (3) management of
classroom structure and activities; (4) support for learner participation; (5)
promotion of purposive learning; and (6) management of learner behavior (DepEd
Order No. 42, s. 2017).
In addition, Abdullah (2020) stressed that classroom management is the
wide variety of skills and techniques that Math teachers use to keep students
organized, orderly, focused, attentive, on task, and academically productive during
a class. Although every Math teacher will have a unique style of classroom
management to meet each class' needs, the same elements can be found
consistently. He enumerated the elements of classroom management such as
classroom design, rules, discipline, scheduling, organization, instructional
technique and communication.
Learning environment highlights the role of Math teachers to provide
learning environments that are safe, secure, fair and supportive in order to promote
learner responsibility and achievement. Providing healthy learning environment
lies on the classroom management of Math teachers. Classroom management
centers on creating an environment that is learning-focused and in which Math
teachers efficiently manage learner behavior in a physical and virtual space. It
highlights the need for Math teachers to utilize a range of resources and provide

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intellectually challenging and stimulating activities to encourage constructive
classroom interactions geared towards the attainment of high standards of learning
(DepEd Order No. 42, s. 2017).
Diversity of learners emphasizes the central role of Math teachers in
establishing learning environments that are responsive to learner diversity. This is
one of the reasons why Math teachers’ classroom management is needed as it
underscores the importance of teachers’ knowledge and understanding of, as well
as respect for, learners’ diverse characteristics and experiences as inputs to the
planning and design of learning opportunities. It encourages the celebration of
diversity in the classrooms and the need for teaching practices that are
differentiated to encourage all learners to be successful citizens in a changing local
and global environment (DepEd Order No. 42, s. 2017).
Mekonnen (2014) stressed that teachers and students should work best in
a comfortable, inviting environment. Students should be involved in designing the
classroom so that they will feel the sense of ownership of their learning
environment. Both teachers and students enjoy working with each other in a
positive and inviting classroom environment. Moreover, the principal, as an
educational leader, influences teachers and staff for successful operations of
teaching and learning in the school. This implies that teacher is the most visible
and directly accessible representative of the school in the classroom who highly
influences the diverse needs of the pupils. Thus, positive learning environment can
give great on pupils’ interest.

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The most important component of classroom management is the learning
environment which refers to the diverse physical locations, contexts, and cultures
in which pupils learn. Since pupils may learn in a wide variety of settings, such as
outside-of-school locations and outdoor environments, the term is often used as a
more accurate or preferred alternative to classroom, which has more limited and
traditional connotations – a room with rows of desks and a chalkboard, for
example. Learning environment recognizes that pupils learn in many different ways
in very different contexts. Since learners must do the learning, the aim is to create
a total environment for learning that optimize the ability of pupils to learn. There is
no single optimum learning environment. There is infinite number of possible
learning environments, which is what makes teaching so interesting. Teacher’s
personality is the best learning environment that can capture the interest of the
pupils through the duration of the class (Abdullah, 2020).
Developing a total learning environment for pupils in a particular course or
program is probably the most creative part of classroom management. There is a
tendency to focus on either physical institutional learning environments (such as
classrooms, lecture theatres and laboratories), or on the technologies used to
creative online personal learning environments (Schachter, 2012).
A diverse learner is one of the two things: a learner who is racially,
ethnically, culturally, economically and or linguistically diverse. A learner who
learns differently from the majority is another type of diverse learner. Having a
diverse group of students simply means recognizing that all the people are unique
in their own way. Their differences could consist of their reading level, athletic

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ability, cultural background, personality, religious beliefs, and the list goes on
(Mekonnen, 2014). Paghubasan (2012) added that Math teachers use variety of
teaching strategies to cater the needs of all types of learners. He added that
differentiated instructional activities should be done in order to attend to the diverse
learning interests of the pupils.
Teaching Methods. They refer to the abilities of Mathematics teachers to
have a command of various instructional approaches, knowing when and how to
apply each approach to maximize the learning outputs of the students. They
comprise the principles and approaches used by Mathematics teachers to enable
students to apply their potentials in understanding the topics. These strategies are
determined partly on subject matter to be taught and partly by the nature of the
learner (Guerrero, 2019). The term teaching method refers to the general
principles, pedagogy and management strategies used for classroom instruction.
Math teachers’ choice of teaching method depends on what fits them — their
educational philosophy, classroom demographic, subject area(s) and school
mission statement.
A math teaching method comprises the principles and methods used by
Math teachers to enable student learning. These strategies are determined partly
on subject matter to be taught and partly by the nature of the learner. Teaching
and assessments are connected; student learning is continuously measured
during teacher instruction. Commonly used teaching methods may include class
participation, demonstration, recitation, memorization, or combinations of these.
There are different types of teaching methods which can be categorized into four

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broad types such as (1) teacher-centered methods, (2) learner-centered methods,
(3) content-focused methods; and (4) interactive/participative methods
(Mekonnen, 2014).
Guerrero (2019) stated that traditional teaching method is concerned with
the teacher being the controller of the learning environment. Power and
responsibility are held by the teacher and they play the role of instructor in the form
of lectures and decision maker in regards to curriculum content and specific
outcomes. Gegone (2020) added that a teaching method comprises the principles
and methods used by teachers to enable student learning. These strategies are
determined partly on subject matter to be taught and partly by the nature of the
learner. For a particular teaching method to be appropriate and efficient it has to
be in relation with the characteristic of the learner and the type of learning it is
supposed to bring about.
Teaching methods of mathematics include lecture, inductive, deductive,
heuristic or discovery, analytic, synthetic, problem solving, laboratory and project
methods. Teachers may adopt any method according to the specific unit of
syllabus, available resources and number of students in a class (Abdullah, 2020).
Classroom Assessment. This refers to the appropriate use of formative
assessment strategies to report students’ learning progress. It is composed of five
strands: (1) design, selection, organization and utilization of assessment
strategies; (2) monitoring and evaluation of learner progress and achievement; (3)
feedback to improve learning; (4) communication of learner needs, progress and

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achievement to key stakeholders; and (5) use of assessment data to enhance
teaching and learning practices and programs (DepEd Order No. 42, s. 2017).
Mathematics classroom assessment and reporting are related to
processes associated with a variety of assessment tools and strategies used by
Math teachers in monitoring, evaluating, documenting and reporting learners’
needs, progress and achievement. the use of assessment data in a variety of ways
to inform and enhance the teaching and learning process and programs. In
assessing students’ outputs, Math teachers should provide learners with the
necessary feedback about learning outcomes. This feedback informs the reporting
cycle and enables teachers to select, organize and use sound assessment
processes (DepEd Order No. 42, s. 2017).
Aman (2020) stressed that assessment in mathematics does not merely
occur at the end of a unit or course. Rather, it occurs constantly and is an integral
part of daily classroom practice. He added that assessment is at the heart of
teachers’ work as it focuses on paying attention to students’ mathematical thinking
and acting accordingly. Research suggests that assessment should be integrated
into all aspects of teaching and learning in a seamless manner to inform
instructional decisions in ways that promote student learning. Students’ learning is
supported when the moment-by-moment actions and decisions that teachers make
during teaching are informed by evidence of students’ understanding (Leahy et al.
2005; Aman 2020). However, these actions and decisions require focused
attention in order to make students’ mathematical thinking and understanding
visible.

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There are many ways that teachers provide opportunities to elicit and listen
to student thinking, such as observations during problem-solving, informal
interviews during class, or using focused questions during mathematical
discussions. These methods allow teachers to be responsive to students’
understandings and adjust instruction as well as deal with particular
understandings with individual students (Abdullah, 2020).
Paculanan (2016) stated that assessment in mathematics can be
characterized as questioning, listening and responding to student thinking in order
to move that thinking forward. Opportunities to elicit student thinking can be
incorporated into lessons, even in the planning stages, for instance, by thinking
ahead of time of the kinds of questions that could be asked to make student
thinking visible. These questions could occur in a whole class discussion, in
individual interviewing or in conferencing with small groups as they work on
problem-solving. Questions such as “Why does that make sense?” or “Why do you
think this relationship is linear?” or “Can you explain your thinking to your partner
Emily?” help make student thinking visible and help inform teachers about next
steps (Loughran & Mulhall 2015; Abdullah 2020). These types of questions also
tell students that their thinking is valued and contributes to their sense of
themselves as a mathematical thinker.
Rather than rote learning and passive test-taking, authentic assessment
math tests focus on a student’s analytical skills and the ability to integrate what
they have learned along with creativity with written and oral skills. Also evaluated
are the results of collaborative efforts of group projects. It is not just learning the

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process of computation that is important to know, but also how to take the finished
product and apply it to another situation. This need for an improved test to
accurately assess a student’s growth has been developed. It is called the authentic
assessment math test. Multiple choice tests do not often accurately reflect
the individual student’s understanding of the material. It reflects whether a student
is successful at memorization. Instead of tests that focus on recalling specific facts,
the authentic assessment math test has students demonstrate the various skills
and concepts they have learned and explain when it would be appropriate to use
those facts and problem-solving skills in their own lives. Six ways to use authentic
assessment math in the classroom include (1) performance assessment, (2) short
investigations, (3) open-response questions, (4) portfolios, (5) self-assessment,
and (6) multiple-choice questions (Resilient Educator 2016; Abdullah, 2020).
Structure. This refers to the ability of Mathematics teachers in arranging
and organizing learning objectives and the lesson process, lesson planning and
evaluation. It also refers to the Mathematics teachers’ knowledge of how to select
the right approaches and strategies to meet the objectives; knowledge of how then
to structure a lesson or series of lessons to ensure that learning takes place
(Guerrero, 2019). Structure is related to curriculum planning which refers to the
developmentally sequenced teaching and learning process to meet curriculum
requirements and varied teaching contexts. It should focus on delivering the
content of the subject. It should allow pupil achievement to be measured against
set standards. It includes (1) planning and management of teaching and learning
process; (2) learning outcomes aligned with learning competencies; (3) relevance

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and responsiveness of the learning programs; (4) professional collaboration to
enrich teaching practice; and (5) teaching and learning resources (DepEd Order
No. 42, s. 2017).
In mathematics, a structure is a set endowed with some additional features
on the set (e.g. an operation, relation, metric, or topology). Sometimes, a set is
endowed with more than one structure simultaneously, which allows
mathematicians to study the interaction between the different structures more
richly (Aman, 2020). Mathematical structure is central to the interconnectedness
of numerical, spatial or logical relationships, but it is not known how well teachers
understand this concept or implement it in pedagogical practice (Abdullah, 2020).
Structure addresses teachers’ knowledge of and interaction with the
national and local curriculum requirements. It encompasses their ability to translate
curriculum content into learning activities that are relevant to learners and based
on the principles of effective teaching and learning. It expects teachers to apply
their professional knowledge to plan and design, individually or in collaboration
with colleagues, well-structured and sequenced lessons. These lesson sequences
and associated learning programs should be contextually relevant, responsive to
learners’ needs and incorporate a range of teaching and learning resources.
Structure expects teachers to communicate learning goals to support learner
participation, understanding and achievement (DepEd Order No. 42, s. 2017).
Teaching structure would include two critical and related elements: the
choice, breakdown and sequencing of the curriculum (content); the deliberate
organization of student activities by teacher or instructor (skills development; and

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assessment). Lesson structure in mathematics follows the following (1) beginning
with a motivation, (2) making links to prior learning, (3) making intentions clear, (4)
collaborating, problem solving and mathematical investigating, (5) closing example
(Abdullah, 2020).
Adaptability. This refers to the ability of Mathematics teachers in dealing
with heterogeneous learning groups in the classroom. It also refers to the skills of
Mathematics teachers to change his teaching methods to achieve the expected
learning outcomes and to suit a new situation (Guerrero, 2019). Aman (2020) cited
that adaptability refers to the capacity of Math teachers to adjust one's thoughts,
behaviors, and emotions in order to manage changing, new, or uncertain
demands. In terms of discriminant validity, (mathematics-based) student and
teacher reports of adaptability were not associated with students' literacy
achievement.
Collie and Martin (2017) defined adaptability as the Math teachers and
students’ capacity to adjust one’s thoughts, behaviors, and emotions in order to
manage changing, new, or uncertain demands. They stated that although
preliminary research has highlighted the relevance of adaptability for positive
student outcomes, there remain several important empirical questions to be
examined. In particular, they added that research on adaptability has used domain-
general measures (i.e., not tied to a particular domain such as a school subject)
and has focused only on self-reports of adaptability (not, for example, reports by
significant others). The aim of their study was to advance knowledge of adaptability
by addressing these gaps. They examined students’ domain-specific adaptability

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in mathematics as reported by students themselves and by their mathematics
teachers (n = 371). They also examined the extent to which the two reports of
mathematics adaptability are associated with students’ mathematics engagement,
mathematics achievement, and literacy achievement (the latter a test of
discriminant validity). Well-known covariates were included as controls (e.g.,
gender, prior achievement). Results revealed that student-reported adaptability
predicted students’ mathematics engagement. Moreover, student-reported and
teacher-reported adaptability uniquely predicted mathematics achievement. In
terms of discriminant validity, (mathematics-based) student and teacher reports of
adaptability were not associated with students’ literacy achievement. Together,
findings advance knowledge of the adaptability construct, including providing
preliminary evidence of domain-specificity and the complementary nature of self-
and teacher-reports for assessing adaptability. Implications for practice are
discussed.
Aman (2020) stressed that being able to adapt in the classroom improves
teachers’ well-being. Experiences of change, innovation, and uncertainty are
common to all Math teachers. These include major events such as the
implementation of the new curriculum, moving out of from old curriculum, and
starting a new curriculum. They also include more yearly events such as a change
of subject loads, having to think of alternative teaching methods when a new
subject load is assigned to the teacher, or having abrupt change of school
management.

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Students’ Performance in Mathematics
Performance in Mathematics refers to the result of the test given to the
students in in Mathematics (Abdullah, 2020). Wong and Wong (2019) conducted
a study whose primary aim was to examine a possible association between interest
and mathematics performance among students in a technology-enhanced learning
environment. The Mathematics Interest Inventory was administered to 40 students
to measure students’ interest towards mathematics, while a mathematics test was
used to measure students’ mathematics performance. Results of the descriptive
statistical analyses revealed that the students were relatively interested in
mathematics. Correlational analyses showed that interest was not significantly
correlated to mathematics performance among the students. Nevertheless, a
significant relationship between interest and mathematics performance was found
among students who had lower mathematics performance. The findings of their
study pointed to the importance of igniting interest among students with lower
mathematics performance given its strong link to mathematics performance.
In Malaysia, mathematics is a compulsory subject for all primary and
secondary school students. Over the years, Malaysia has participated in
international assessments like Trends in International Mathematics and Science
Study (TIMSS) and Program for International Student Assessment (PISA). In 1999,
when Malaysia first participated in TIMSS, its eighth-grade students’ mathematics
performance was above average with a mean score of 519, and Malaysia ranked
16th out of 38 countries (Ministry of Education Malaysia, 2013; Wong & Wong,
2019). However, over the following years, Malaysian eighth-graders’ mathematics

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achievement in TIMSS showed a declining trend whereby in TIMSS 2011, they
attained a low mean score of 440 and Malaysia ranked 26th out of 45 countries
(Ministry of Education Malaysia, 2013; Wong & Wong, 2020). Nevertheless, in
TIMSS 2015 the mathematics score improved by 25 points to an overall score of
465 (Mullis et al. 2016; Wong & Wong, 2019). Malaysia was one of the 18 countries
which had shown improved mathematics performance in TIMSS 2015 as
compared to TIMSS 2011 (Ministry of Education Malaysia, 2017; Wong & Wong,
2019).
The Philippines scored lower in reading, mathematics and science than
those in most of the countries and economies that participated in PISA 2018. The
country’s average score in reading was 340 score points, on a par with that of the
Dominican Republic. No country scored lower than the Philippines and the
Dominican Republic. In mathematics and science, students in the Philippines
scored 353 and 357 points, respectively, on a par with performance in Panama.
The Philippines outperformed the Dominican Republic in mathematics and
science. Over 80% of students in the Philippines did not reach a minimum level of
proficiency in reading, which is one of the largest shares of low performers
amongst all PISA-participating countries and economies. Trends in International
Mathematics and Science Study (TIMSS) revealed that the Philippines is at the
bottom ranking compared to other countries in terms of Science learning. In fact,
the Philippines ranked 43rd out of 48 participating countries in Second Year High
School Science. For Grade 4, it ranked 23rd out of 25 countries. In 2008, even with
only the Science High Schools participating in the Advanced Mathematics and

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Science category, the Philippines ranked lowest among 10 countries (The Manila
Times, 2014 as cited by Abdullah, 2020).
Mathematics performance is the result of interlinking processes in
mathematics classroom observation, a process aid that is always affected by how
mathematics is perceived by students and presented by teachers. Most of the time,
this is parallel to how the teacher teaches, rather than how the students learn. This
conflict is one of the things that needs to be addressed since the performance of
mathematics is actually the product of both teachers and students (Aman, 2020).
Student’s performance in mathematics, as indicated by the grades they
achieved, is affected by various factors, among the various factors. This study will
primarily deal with student’s affective characteristics which focus on study habits
and study attitudes, which are then further referred to as study orientations as
reiterated by Aman (2020).
As stated by Generalao, as cited by Andamon and Tan in 2018, the role of
the teacher in the teaching and learning process is very important in the sense that
the success of the student in mathematics will depend on how the teacher makes
instruction meaningful and interesting. No matter how complex and complicated
the math is to make the instruction interactive and accessible for communication,
it will make it simpler. These teaching processes involve approaches and
techniques, instructional materials used and the atmosphere generated by
teachers. The performance of mathematics, as claimed, is influenced by how
students perceived classroom instruction.

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Pagtulon-an and Tan (2018) stated that there are many factors that lead
to low performance in mathematics among primary education students. This
includes classroom environment, teacher personality, and teaching approaches.
Some of these reasons are due to the fact that teachers do not innovate with their
classroom style and are more focused on what they should do than what they
should do.
In addition, in relation to student performance in mathematics, Abdullah
(2020) emphasized that student achievement plays an important role as a basis
for the advancement of an educational system especially in the teaching and
learning process. Academic performance is a criterion for deciding whether the
teaching offered by the teacher is considered to be of a quality or just mediocre
quality.
Relationship of Teachers’ Pedagogical Content Knowledge and Students’

Performance in Mathematics
Abdullah (2020) mentioned that many researchers reported that teachers
with stronger content knowledge were more likely to respond to students'
mathematical ideas appropriately, and to make fewer mathematical or language
errors during instruction. He added that pedagogical content knowledge (PCK) and
understanding of teachers is defined as involving the relationship between
knowledge of teaching materials, how to transfer the subject matter, and the
knowledge of students in mathematics on limit algebraic functions that the subject
matter may be understood by students.

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Through your pedagogical process, students can also learn what
approaches work best for them, which learning activities and learning styles they
tend to gravitate towards, and how to develop concepts and build mental models
to further their learning (Aman, 2020). Paculanan (2016) stressed that with
sufficient content and pedagogical knowledge, Math teachers can respond to
students productively. Teachers' understanding of the nature and purpose of the
discipline strongly influences their personal pedagogical content knowledge, i.e.,
what they highlight as important.
Jones and Moreland (2017) highlighted the impact that teachers'
pedagogical content knowledge has on classroom and school practices in
assessment for learning. They mentioned that in the subsequent years, enhancing
teachers' planning, teaching and assessment knowledge and practices were key
foci, as were developing teachers' understandings of subject ideas and how these
might be translated to best fit their students. They added that teachers' formative
interactions and summative assessment practices became focused on
encouraging and supporting student engagement with key subject ideas in order
to move student learning forward. For effective learning to occur, it was crucial for
teachers to have conversations with students around these ideas. The impact of
the intervention program on teachers' assessment for learning practices and
student learning was so significant that changes were made to classroom practices
at the wider school level in technology, and were also incorporated effectively into
science programs and other curriculum areas.

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Olfos et al. (2014) conducted an exploratory study about the relationship
between teachers' knowledge and fourth-grade students understanding, in the
case of fractions. They studied the content knowledge (CK) and the pedagogical
content knowledge (PCK) of 53 teachers and quantified their teaching experience,
their mathematical preparation and the socioeconomic and academic background
of the schools where the study was conducted. They applied one test at the
beginning and one at the end of the school year to 1,532 students, identifying the
gains and achievements of each group in the teachers' classrooms. The
constructivist-oriented subcomponent of the teachers' CK showed a significant
association with student learning, although it is less significant than the association
with the teacher's experience. Socioeconomic factors were strongly associated
with student achievement, confirming the strong divisions that characterize the
Chilean education system.
Matthews (2013) review examined the models, theories, and research in
mathematics education that are informed by Shulman's (1986) construct,
Pedagogical Content Knowledge (PCK). She stated that the application of the
concept differs in nature and volume across the levels of schooling. Her report
included substantial work at the elementary level, fewer studies conducted at the
secondary level, and finally, a limited but increasing number of studies at the
university level where future teachers are prepared. Even with the differences in
volume across grade bands, a significant use of PCK is evident in the literature on
mathematics education.

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Campbell et al. (2014) identified a significant relationship between upper-
elementary teachers' mathematical content knowledge and their students'
mathematics achievement, after controlling for student- and teacher-level
characteristics. Findings provide evidence of the relevance of teacher knowledge
and perceptions for teacher preparation and professional development programs.
References for my reflection on Pedagogy and Special Topics in

Mathematics Education
A. Theses and Dissertations
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Physics Achievement. (Unpublished Master’s Thesis). Davao Oriental State
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http://urc.arizon.edu/The%20of%20Research%20inUndergraduate%20Ch
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GARNER-O’NEALE, L. & CUMBERBATCH, A. (2016). Attitudes of Chemistry

Undergraduate Students towards Physics at the University of the West
Indies, Cave Hill Campus, Barbados
GEGONE, V. S. (2020): Use of Reciprocal Peer Tutoring (RPT): Its Effect on the
Problem-Solving Performance and Attitudes on Gas Laws of Grade 10
Students in Chemistry. Master’s Thesis, Notre Dame of Marbel Universitry,
Koronadal City
PACULANAN, A. M. (2013). Reciprocal Peer Tutoring (RPT): Its Effect on

Mathematics Achievement and Attitudes of Students, Sultan Kudarat State
University, Tacurong City

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SALTA, K. & TZOUGRAKI, C. (2018). Attitudes Towards Chemistry among 11th

Grade Students in High Schools in Greece. University of Athens, Athens,
Greece
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senior high school curriculum among private and public high schools.
Education Research Journal. 10(2): 8-25.
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ABDULLAH, S. (2020). Practical Work Approach Using Supplemental Learning

Materials for
Effective Teaching in Statistics and Probability. International Journal of
Science, Engineering and Management (IJSEM). 5(5): 1-14.
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roach_Using_Supplemental_Learning_Materials_for_Effective_Teaching_i
n_Statistics_and_Probability
AMAN, B. (2020). Content Validity, Acceptability and Efficacy of The Developed

Self-Instructional Module (SIM) in Grade 8 Mathematics. International
Journal of Scientific Engineering and Applied Science (IJSEAS), 6(11): 72-
80. http://ijseas.com/index.php/issue-archive-2/volume-6/issue11/
ANDAMON, J. & TAN, D. (2018). Conceptual Understanding, Attitude And

Performance In Mathematics OfGrade 7 Students. International Journal of
Scientific & Technology Research 7(8): 96-105. http://www.ijstr.org/final-
print/aug2018/Conceptual-Understanding-Attitude-And-Performance-In-
Mathematics-Of-Grade-7-Students.pdf
Ball, D., Hill, H. & Bass, H. (2015). Knowing Mathematics for Teaching: Who
Knows
Mathematics Well Enough To Teach Third Grade, and How Can We
Decide? Texas A&M University, San Antonio. Knowing Mathematics for
Teaching Who Knows Mathematics.
https://www.coursehero.com/file/19527121/Ball-et-al-2005/
CAI, J., MOK, I., REDDY, V. & STACEY, K. (2017). International Comparative
Studies in Mathematics: Lessons and Future Directions for Improving
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Mathematical Education. ICME-13 Monographs. Springer, Cham.
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CAMPBELL, P. NISHIO, M., SMITH, T., CLARK, L., CONANT, C., RUST, A,
DEPIPER, J., FRANK, T., GRIFFIN, M. & CHOI, Y. (2014). The
Relationship Between Teachers' Mathematical Content and Pedagogical
Knowledge, Teachers' Perceptions, and Student Achievement. Journal for
Research in Mathematics Education, 45(4), 419-459.
doi:10.5951/jresematheduc.45.4.0419
CREASY, J., WHIPP, P. & JACKSON, B. (2019). Teachers’ Pedagogical Content

Knowledge
and Students’ Learning Outcomes in Ball Game Instruction. Journal of
Research. Volume 7, Issue 1. University of Western Autralia.
https://research-repository.uwa.edu.au/en/publications/teachers-
pedagogical-content-knowledge-and-students-learning-outc
CRISWELL, B. & GREG, T. (2018). Activity Structures and the Unfolding of
Problem-Solving Actions in High School Chemistry Classrooms. Journal of
Research in Science Education.155-188.
https://ui.adsabs.harvard.edu/abs/2014RScEd..44..155C/abstract
COLLIE, R. & MARTIN, A. (2017). Students’ adaptability in mathematics:

Examining self-
reports and teachers’ reports and links with engagement and achievement
outcomes. Contemporary Educational Psychology. Volume 9, pages 355-
366
PAGHUBASAN, E. (2018). Developing Problem Solving Skills and Attitudes of

Students in Mathematics through Game-Based and Activity-Oriented
Assessment Styles. Basic Education Research Fund (BERF) Research.
DepEd – Region XII, Carpenter Hill, Koronadal City
C. Webliography
DepEd Order No. 2, s. 2015. Guidelines on the Establishment and

Implementation of the
Results-Based Performance Management System RPMS) in the
Department of Education retrieved from www.deped.gov.ph/2017/08/11/do-
43-s-2017-teacher-induction-program-policy-2/ on August 11, 2017
DepEd Order No. 42, s. 2017. National Adoption and Implementation of the
Philippine Professional Standards for Teachers, retrieved from
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implementation-of-... on August 11, 2017
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program-policy-2/

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GEGONE, V. (2020). Use of reciprocal peer tutoring (RPT) in teaching gas laws:
Its effect on problem-solving performance and attitudes of grade 10
students in chemistry. Education Research Journal. 10(4): 122 – 136.
https://www.researchgate.net/publication/344084050_Education_Researc
h_Journal_Use_of_reciprocal_peer_tutoring_RPT_in_teaching_gas_laws_
Its_effect_on_problem-
solving_performance_and_attitudes_of_grade_10_students_in_chemistry
GUERRERO, S. (2019). Teachers’ Pedagogical Knowledge and the Teaching
Profession: Background Report and Project Objectives. The Organization
for Economic Co-operation and Development (OECD).
https://www.google.com/search?client=firefox-b-
d&q=Teachers%E2%80%99+Pedagogical+Knowledge+and+the+Teachin
g+Profession%3A+Background+Report+and+Project+Objectives
GOH, K. (2012). Investigating Peer Learning and teaching a problem based
learning context. Retrieved August 28, 2012 from
www.tp.edu.sg/pbl_kathryn_goh.pdf
HAGOS, L. C. (2019). The Effectiveness of Reciprocal Peer Tutoring on the

Academic Performance of Students in Mathematics; Far Eastern University,
Philippines. Retrieved August 11, 2012 from http.//etd.lib.metu.edu.ph
JONES, A. & MORELAND, J. (2017). The importance of pedagogical content

knowledge in assessment for learning practices: a case-study of a whole-
school approach. The Curriculum Journal. Volume 16, Issue 2
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Students’ Academic Achievement in Secondary Schools in Nyandarua
Country, Kenya.
https://profiles.uonbi.ac.ke/gerald_kimani/files/kimani_11.pdf
MATTHEWS, M. (2013). The Influence of the Pedagogical Content Knowledge
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Grade Bands. The Journal of Education, 193(3), 29-37. Retrieved March
11, 2021, from http://www.jstor.org/stable/24636919
MOKENNEN, T. (2014). Factors Affecting Teachers’ Job Performance in Public
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Haramaya University, Ethiopia.
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content knowledge and its relation with students' understanding. Rev. Bras.
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PAGTULON-AN, E. & TAN, D. (2018). Students’ mathematics performance and
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ATHEMATICS_PERFORMANCE_AND_SELF-
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SHULMAN, L. (1986). Pedagogical Content Knowledge (PCK) Theory. He was
born 1938, Chicago, Illinois, U.S.), American educational psychologist,
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REFLECTIONS ON ADVANCED PHILOSOPHICAL FOUNDATION IN

EDUCATION
REFLECTION PAPER # 1
Reflection Paper on the Research Paper entitled “Why Study Philosophy?
‘Challenge Your Own Point of View’ – An Interview with Rebecca Newberger
Goldstein (2014), author of Plato at the Googleplex
Philosophy is also known as “Love of Wisdom”. It is the rational, abstract,
and methodical consideration of reality as a whole or of fundamental dimensions
of human existence and experience. Philosophical inquiry is a central element in
the intellectual history of many civilizations (Editors of Encyclopedia Britannica,
2018). Philosophy is the study of general and fundamental questions, such as
those about reason, existence, knowledge, values, mind, and language. Such
questions are often posed as problems to be studied or resolved. The term
“philosophy” was probably coined by Pythagoras (Brown University, 2019).
The study of philosophy helps us, teachers, to enhance our ability to solve
problems, our communication skills, our persuasive powers, our writing skills, our
classroom management skills, our leadership and management skills. If we want
to improve our higher order thinking skills (HOTS), we need to study philosophy. If
we want to translate the HOTS we developed through studying philosophy to the
teaching strategies, we need to study philosophy. If we want to improve our
teaching strategies to give what is due to the students, we need to study
philosophy. We need to be knowledgeable enough to the principles and theories
of teaching-learning activities well-matched to the different needs of the 21st
century learners. We need to have a good wisdom to impart the best learning to
the students. We need to be competent enough in dealing with perspectives and

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aspirations of the learners. How the students learn? What is their philosophy in
life? What are the uncertainties they have in mind? These are some of the things
we must probably learn from studying philosophy.
In the interview with Goldstein (2014), she stressed that whatever field of
study is, there is a corresponding philosophy in it. She added that philosophy of
language, philosophy of math and philosophy of politics really exist. As a matter of
fact, she emphasized that whatever things she wanted to know, she could still
study within a philosophical framework. This just only emphasizes that whatever
plan of actions, this must be accompanied by a philosophical framework that
outlines the methods and procedures how to achieve it. Philosophical framework
is the blueprint of the planning mechanism.
Goldstein (2014) is absolutely correct when she said that everything that
exits is coined with philosophical framework. Whatever we do inside the class to
maximize the learning opportunities of the students, it must be governed by
philosophical view of point so that these class activities will run smoothly.
According to her, philosophy of math exists. This simply means that not because
of the philosophy of math, learners will automatically conclude that math subject is
a very difficult subject. However, because all Math teachers have the background
on the philosophy, they are able to convince the learners that math is fun. Although,
majority of the students don’t have enough interests in math subject but they do
believe that math is very useful in daily life activities.
During the first few weeks of our class in Philosophy of Mathematics
Education, I had a hard time conjuring up a clear image of what philosophers do.

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During those times prior to my course in Philosophy, I really claimed that
Philosophy is associated with stargazing and asking questions that are as vague
as they are irrelevant, and to which there are no answers. However, during the first
few weeks of our class in Philosophy, I realize that Philosophy deals in a clear and
precise manner with the real world, its complex social and material nature, and our
place in it. Because of this, philosophical fields of studies are diverse.
Philosophy – the love of wisdom – is an activity of attempting to understand
the world, in all its aspects. There are four pillars of philosophy: theoretical
philosophy (metaphysics and epistemology), practical philosophy (ethics, social
and political philosophy, aesthetics), logic, and history of philosophy. Theoretical
philosophy asks questions about knowledge such as “Is anything absolutely
certain?” and “What grounds our belief that the past is a good indicator of the
future?” and questions about the world such as “What is the world like
independently of human perception?” and “Does God exist?” Studying Practical
Philosophy exposes us to such questions as: How ought we to live our lives?
Which social and political arrangements are just or legitimate? The study of Logic
is one of the functions of Philosophy. Logic teaches us what distinguishes good
from bad reasoning and thereby enables us to think critically. In our subject last
semester “Foundations of Mathematics”, we learned a lot about logical inferences.
How to negative affirmative statements. In History of Philosophy, we learn how the
greatest thinkers in the history of humankind answered these and similar
questions. All of these areas of interest are grounded in facts and responsive to

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the theories put forth by experts in a myriad of disciplines, such as physics and
psychology.
Finally, to study Philosophy is to see the connection between ideas, and to
explicate that connection in a reasoned and logical way. An ethicist, for example,
might draw upon behavioral psychology to argue that humans should lead a certain
kind of life. This argument could have further implications about how government
should legislate in order to ensure people can lead the lives they want to lead. A
metaphysician or philosopher of science might help provide conceptual clarity and
reason through the implications of competing quantum mechanical theories. All
fields of inquiry are open to the philosopher’s refinement.
Thus, the study of philosophy is the foundation of everything we think, we
do, we perform, we teach and we learn.

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Reflection Paper on the Research Paper entitled “Why Not Philosophy?

Problematizing the Philosophy of Mathematics in a Time of Curriculum
Reform by Kimberly White-Fredette (2010)
Mathematics teachers are challenged on what pedagogical approaches
could improve the quality of mathematics instruction since poor performance and
negative attitudes of students towards Math subjects are evident. Despite the
struggles of the government to uplift the quality of education in the country, the
problems of basic education have still become worse. Various innovations and
reform programs of the curriculum were introduced. Yet, same problem continues
to occur. Poor quality of learning has been a big challenge in the four corners of
the classrooms particularly in Mathematics. This is evident in the quarterly report
of the School Guidance Office that the Mean Percentage Scores (MPS) of students
in Mathematics are far behind from other subjects. Students’ poor performance in
the senior high school Mathematics is also a challenge to improve the quality of
education in the junior high school Mathematics curriculum.
The above titled research paper authored by White-Fredette (2010)
emphasized that teachers of school mathematics are caught between these two
opposing groups, yet are rarely asked to explore their philosophies of
mathematics. The very existence of philosophies of mathematics is often unknown
to them. Yet the question, what is mathematics, is as important to the work of K to
12 mathematics teachers as it is to the mathematics education researcher and the
mathematician. Kimberly White-Fredette, the author of the scholarly written article

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above, outlined the recent explorations that researchers and mathematicians have
undertaken in the areas of philosophy of mathematics and mathematics education.
Unfortunately, few researchers have engaged teachers of mathematics in the
important discussion conducted by the author. This article implies that K to 12
Mathematics Education is realized because of the help of philosophy. Philosophy
of mathematics allows the curriculum planners to anticipate the most essential
learning competencies (MELC) in all mathematics courses which are anchored on
the needs of the 21st century learners to become globally competitive.
White-Fredette (2010) quoted that the role of the philosophy of mathematics
is to reflect on, and give an account of, the nature of mathematics. From a
philosophical perspective, the nature of mathematical knowledge is perhaps the
central feature which the philosophy of mathematics needs to account for and
reflect on. This implies that philosophy of mathematics plays a vital role to
encourage the math teachers to be constructivists in giving learning opportunities
to the students. Constructivism is an important learning theory that educators use
to help their students learn. It is based on the idea that people actively construct
or make their own knowledge, and that reality is determined by their experiences
as learners. It is a theory in education that recognizes the learners' understanding
and knowledge based on their own experiences prior to entering school. It is
associated with various philosophical positions, particularly in epistemology as well
as ontology, politics, and ethics. The example of constructivism is “An elementary
school teacher presents a class problem to measure the length of the "flower."

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Rather than starting the problem by introducing the ruler, the teacher allows
students to reflect and to construct their own methods of measurement.
White-Fredette (2010) emphasized the need to be constructivist in
delivering lessons to the students so that Mathematics is not construed as very
difficult subject. Some of my suggestions to be constructivist teacher are (1) prompt
students to formulate their own questions (inquiry); (2) allow multiple
interpretations and expressions of learning (multiple intelligences); and (3)
encourage group work and the use of peers as resources (collaborative learning).
White-Fredette (2010) cited that students’ understanding of mathematical
ideas can be built throughout their school years if they actively engage in tasks
and experiences designed to deepen and connect their knowledge. Learning with
understanding can be further enhanced by classroom interactions, as students
propose mathematical ideas and conjectures, learn to evaluate their own thinking
and that of others, and develop mathematical reasoning skills. Classroom
discourse and social interaction can be used to promote the recognition of
connections among ideas and the reorganization of knowledge. This implies that
students learn if they are given opportunities to interact with others. Collaborative
learning activities should be done so that students are given a chance to share
their ideas based from their own experiences.

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Reflection Paper on the Research Paper entitled “Educational Philosophies

and Their Influence on Mathematics Education – An Ethnographic Study in
English and German Mathematics Classrooms”
by Gabriele Kaiser (2002), Hamburg (Germany)
The above study authored by Gabriele Kaiser of Hamburg (2002) has
shown the strong influence of educational philosophies on educational structures
as well on the classroom situation. Considering this fact, it becomes obvious how
difficult and time-demanding real innovations in mathematics teaching. This
implies that mathematical communication, problem solving, reasoning,
connections, and representation go beyond the math content itself. To teach or
understand these concepts, students must be comfortable with their conceptions
of mathematics, and they must be able to take ownership of them. To let students
to be comfortable with their conceptions of mathematics, teachers should start
teaching the very basic lessons, going to the easy problems, moderate problems,
difficult problems and very difficult problems for the fast learners. This is what I am
doing in teaching Mathematics. Back to basics is a process to build strong
foundation of math concepts among the students.
In mathematics, as in life, everything must be brought to the simplest of
terms. I base my teaching philosophy on the foundation that every student is
capable of learning mathematics. I will strive, as a teacher, to ensure that my
students are able to have a strong foundation of mathematical skills when they
leave the classroom. Some students believe that they are not mathematically
gifted; therefore, incapable of learning mathematics. I believe to the contrary, all

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students with motivation, sustained by the teacher, and confidence in their
mathematical skills can be successful in the classroom.
Furthermore, when establishing my philosophy of education, I relate most to the
beliefs and practices of the progressivist approach. One of the key scholars with
regards to the progressivism philosophy of education is John Dewey. Dewey was
an educator in the beginning of the 20th century who began to notice that the
educational system of that time was not meeting the needs of the children nor of
the society in which the children were living and growing up. Through this new
educational philosophy, Dewey sought to establish an educational system
adjusted to the pace of the societal development. In my classroom, students will
further develop their prior knowledge by learning new content and building upon
what they already know. This belief comes from the progressivism philosophy of
education. Educational content should be connected to what the student already
knows.
Gabriele Kaiser (2002) emphasized that teaching is building lifelong habits
so students have the skills, knowledge, and motivation to be successful learners.
My role as a teacher is to engage students’ interest in learning, to create a
supportive learning environment, and to provide resources for all students in my
classroom. My relationship with students is one of encouragement, structure and
patience. I encourage all students to be actively involved in their learning and I use
a variety of methods to encourage discussion and interaction. Some methods I
frequently use in my teaching are questioning techniques, gradual release of
responsibility (I do, we do, you do), educational protocols like pair-share, and

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incorporating the use of technology with students. In creating lesson plans, I
consider students’ developmental needs and learning styles. As a teacher, I create
a responsible classroom that has respect, cooperation, and the belief that each
student can be a successful learner. I believe respect is earned as a teacher by
being fair, firm, and friendly and I play a key role in modeling how to be respectful
to others in the classroom. Respect is demonstrated daily through student
classroom interactions like being helpful to others and listening to others. I also
believe it is important to not take things personally as a teacher because students
are still trying to learn both academically and behaviorally and being calm is
important to developing a positive learning environment.

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REFLECTION # 4
Reflection Paper on the Research Paper entitled “MATHEMATICS: A

CRITICAL RATIONALITY?” by Ole Skovsmose
The above research paper emphasized that “Mathematics” is an open
concept with many possible meanings. In Philosophical Investigations, Ludwig
Wittgenstein talks about the variety of language games, and “mathematics” may
operate in a huge number of such games. While mathematics as a research field
includes a vast domain of unsolved issues and conceptions in development,
mathematics as a school subject refers to a well-defined body of knowledge
parceled out in bits and pieces to be taught and learned according to pre-formed
criteria. Mathematics could, however, also refer to domains of knowledge and
understanding that are not institutionalized through research priorities or curricular
structures. Thus, we can locate mathematics in many work practices. This
indicates that whatever we do and wherever we go, Mathematics is there. The
parts of our body symbolize many mathematical figures. Our head can symbolize
sphere. Tips of our hair represent points. Wrinkles in our heads show lines. In our
houses, whatever we see there connote geometric figures. The doors and windows
of our houses represent rectangles. Plates show circles. Floor of our house
represents rectangle also.
Ole Skovsmose, the author of the research paper above, found out that
mathematical rationality is critical in the sense that it is significant and
undetermined. To be more specific about its significance, he has pointed out how
mathematics makes part of technological imagination, hypothetical reasoning,

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legitimation and justification, realization, and, maybe, an elimination of
responsibility. Furthermore, the discussion of these dimensions of mathematics in
action emphasizes that mathematical rationality is undetermined, as it is not
possible to assign either demonic or divine characteristics to mathematics in
action. This rationality operates beyond the divine-demonic duality. Like any form
of action, mathematics in action can also be discussed in terms of a range of
qualities. Such actions might be beneficial, expensive, surprising, risky, boring, etc.
Because of the above reasons, the author saw mathematics as a critical rationality.
The author emphasized that when students think critically in mathematics,
they make reasoned decisions or judgments about what to do and think. In other
words, students consider the criteria or grounds for a thoughtful decision and do
not simply guess or apply a rule without assessing its relevance. A teacher that
emphasizes reasoning, logic and validity gives their students access to
mathematics as an effective way of practicing critical thinking. All students have
the ability to enhance and expand their critical thinking when learning mathematics.
This is concrete evidence that mathematics is a critical rationality.

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REFLECTION # 5
Reflection Paper on the Research Paper entitled “CRITICAL MATHEMATICS

EDUCATION: AN APPLICATION OF PAULO FREIRE’S EPISTEMOLOGY”
By Marilyn Frankenstein of USA
Marilyn Frankkenstein, the author of the above article, stressed that
knowledge of basic mathematics and statistics is an important part of gaining real
popular, democratic control over the economic, political, and social structures of
our society. This means that without mathematics and statistics, economic stability
of the society will definitely suffer. Business enterprises are governed by
mathematics. Simple interest, compound interest, stocks, bonds, general annuity
and liquid assets are business-related terminologies. These terms cannot be fully
understood without the help of mathematics.
The author also emphasized that liberatory social change requires an
understanding of the technical knowledge that is too often used to obscure
economic and social realities. When we develop specific strategies for an
emancipatory education, it is vital that we include such mathematical literacy.
Statistics is usually abandoned to “experts” because it is thought too difficult for
most people to understand. Since this knowledge is also considered value-free, it
is rarely questioned. In attempting to create an approach to mathematics education
that can lead both to greater control over knowledge and to critical consciousness,
it is important to have an adequate pedagogical theory that can guide and
illuminate specific classroom practices. This implies that statistics investigates and
develops specific methods for evaluating hypotheses in the light of empirical facts.

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A method is called statistical, and thus the subject of study in statistics, if it relates
facts and hypotheses of a particular kind: the empirical facts must be codified and
structured into data sets, and the hypotheses must be formulated in terms of
probability distributions over possible data sets. The philosophy of statistics
concerns the foundations and the proper interpretation of statistical methods, their
input, and their results. Since statistics is relied upon in almost all empirical
scientific research, serving to support and communicate scientific findings, the
philosophy of statistics is of key importance to the philosophy of science. It has an
impact on the philosophical appraisal of scientific method, and on the debate over
the epistemic and ontological status of scientific theory.
The author also emphasized that one of the obstacles that critical
mathematics education must overcome is people’s math “anxiety.” Math teachers
should apply different teaching strategies to reduce if not eliminate the anxiety of
students in the subject. Math teachers should emphasize to the students that
people who are successful in mathematics aren’t usually born that way. Learning
math, like learning in general, takes knowledgeable teachers, willing students, and,
most importantly, a great deal of time and practice. Learning math is, in fact, much
like learning a language. The symbols and notation make up the rules of grammar
and the terminology is the vocabulary. Doing math homework is like practicing the
conversation of math. Becoming fluent (and staying fluent) in math requires years
of practice and continuous use.

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REFLECTION # 6
Reflection Paper on the Research Paper entitled “DISCOURSES OF POWER

IN MATHEMATICS EDUCATION RESEARCH: CONCEPTS AND
POSSIBILITIES FOR ACTION” By Paola Valero (2008)
Paola Valero (2008) stressed that Mathematics education is powerful. This
assertion of Valero appears often in mathematics education research papers.
However, the meaning of the assertion is far from being clear. An analysis of
different ways of talking about power in relation to mathematics education, in
research literature, is put forward. Valero identified the three main discourses: (1)
power as an intrinsic capacity; (2) power as structural imbalance; and (3) power as
distributed positioning. Identifying these discourses allows clarifying the values
associated to mathematics education and the pedagogical imaginaries that are
possible to envision for mathematics teaching and learning. To date, there are
many researchers who are very interested to determine the reasons why students
hate mathematics. What are the prevailing factors why Filipino students lag behind
in mathematics compared with the neighboring countries? This is one of the
research questions that interest mathematics educators.
There are lot of students who have learning difficulties and obstacles in
mathematics learning both practical and emotional problems. Based on these
problems the teacher has the challenge to solve the case of learning difficulties,
why these cases happen and find a solution how to help students be successful in
mathematics learning. The importance of mathematical power to improve student
achievement in mathematics learning optimally plays a gigantic role to achieve
technological advancements.

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Valero quoted (2008) that students are facing a world shaped by increasing
complex, dynamic, and powerful systems of information and ideas. As future
members of the workforce, students will need to be able to interpret and explain
structurally complex systems, to reason in mathematically diverse ways, and to
use sophisticated equipment and resources. Today’s mathematics curricula must
broaden their goals to include key concepts and processes that will maximize
students’ opportunities for success in the 21st century. These include, among
others statistical reasoning, probability, algebraic thinking, mathematical modeling,
visualizing, problem solving and posing, number sense, and dealing with
technological change. This quote simply means that students should be equipped
with basic and advanced concepts in Mathematics to go with the technological
advancement brought by 21st century. One of the major reasons why the DepEd
pushed through the implementation of the K to 12 curriculum is to let Filipino
students compete with foreign students in terms of mathematical literacy.
Further, Mathematics is one of the branches of science that contributed
greatly to the advancement of science and technology. The role of mathematics in
transforming human civilization must be mastered by the students starting from
their primary school education so that they will not get difficulties in understanding
the basic and advanced lessons in high school mathematics.
Another important thing that must be understood by the teacher before
teaching mathematics to successfully achieve the goals of learning, of course, is
to understand the nature of teaching mathematics itself. Mathematic teaching
strategy is a planned series of activities that includes the use of methods and

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utilization of various resources or the strength of a lesson. Math teaching strategy
also includes approaches, models, methods and techniques to achieve optimum
learning outcomes. Math teaching strategies are the components of a set of
materials including activity before teaching, and participation of students who are
learning the procedures to be followed during the teaching-learning activities.
Valero (2008) emphasized that mathematics is a powerful knowledge in our
society, then it is important to improve the access of as many students as possible
to a quality mathematics education so that they get empowered”. Such a statement
brings together two basic ideas: On the one hand, that mathematics has power,
and that, therefore, mathematics can empower those who acquire it, on the other
hand. These assumptions are sometimes explicit, but most of the times they
remain tacit.
Mathematics is of central importance to modern society. It provides the vital
underpinning of the knowledge of economy. It is essential in the physical sciences,
technology, business, financial services and many areas of ICT. It is also of
growing importance in biology, medicine and many of the social sciences.
Understanding the world also means appreciating the contributions of mathematics
in the development of the society. This is a concrete evidence that Mathematics is
a powerful discourse in the field of educational researches.

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REFLECTION # 7
Reflection Paper on the Research Paper entitled “THE SCOPE AND LIMITS
OF CRITICAL MATHEMATICS EDUCATION” by Paul Ernest (2018)
Ernest (2018) stressed that the word ‘critical’ has several meanings. First,
a situation or problem is critical when the situation or problem is at a point of crisis,
a turning point where conditions may deteriorate or improve dramatically, or where
action is needed to guide events in one direction or another. Secondly, critical
remarks or criticism is the expression of adverse, negative or disapproving
comments or judgements. Thirdly, to critique is to analyze the merits and faults of
something, typically a cultural product, possibly to uncover and evaluate its hidden
dimensions of meaning and social and cultural significance. These differing but
interconnected meanings can be traced back to Ancient Greece. This simply
implies that critical mathematics education is an approach to mathematics
education that includes a practical and philosophical commitment to liberation. In
other words, mathematics plays in producing and maintaining potentially
oppressive social, political, cultural or economic structures.
The following are the significant points of Earnest (2018) about critical
mathematics education. He stressed that critical Mathematics education is
described in terms of ‘concerns’ which cover the following issues: (1) Citizenship
identifies schooling as including the preparation of students to be an active part of
political life; (2) Mathematics may serve as a tool for identifying and analysing
critical features of society, which may be global as well as having to do with the
local environment of students; (3) The students’ interest emphasises that the main

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focus of education cannot be the transformation of (pure) knowledge; instead
educational practice must be understood in terms of acting persons; (4) Culture
and conflicts raise basic questions about discrimination. Does mathematics
education reproduce inequalities which might be established by factors outside
education but, nevertheless, are reinforced by educational practice? (5)
Mathematics itself might be problematic because of the function of mathematics
as part of modem technology, which no longer can be reviewed with optimism.
Mathematics is not only a tool for critique but also an object of critique. (6) Critical
mathematics education concentrates on life in the classroom to the extent that the
communication between teacher and students can reflect power relations.
Earnest (2018) emphasized that as mathematics educators, we take it for
granted that it is a good thing to devote resources to mathematics, and that the
teaching and learning of mathematics deserves a privileged place in the education
of all from kindergarten to the end of statutory schooling. When mathematics is
privileged in its place and weight in the curriculum, or in the allocation of resources,
as it usually is, we assume that this is right and proper, that mathematics merits
this treatment. After all we (we being mathematics educators and critical
mathematics educators) all love mathematics as the language of unrivalled
intellectual power, beauty, and applicability. Some see it as the language of the
universe, or God’s language, others as the ‘Crest of the Peacock’ or the jewel in
the crown of human cultural achievement. Indeed, a strong case can be made that
it deserves such epithets.

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What Earnest (2018) emphasized in the above statement is that most of us,
Mathematics teachers, take for granted the ample time in producing resources to
make the teaching-learning mathematics a fun. He encouraged the math teachers
to give mathematics education an enough space in our hearts so that we can
translate quality education to the students. If we can just only see that Mathematics
is a language of God, all of us, Math teachers, will religiously devote ourselves in
the education of the students in Mathematics.
Mathematics provides an effective way of building mental discipline and
encourages logical reasoning and mental rigor. In addition, mathematical
knowledge plays a crucial role in understanding the contents of other school
subjects such as science, social studies, and even music and art. Mathematics is
a fundamental part of human thought and logic, and integral to attempts at
understanding the world and ourselves. It provides an effective way of building
mental discipline and encourages logical reasoning and mental rigor. In addition,
mathematical knowledge plays a crucial role in understanding the contents of other
school subjects such as science, social studies, and even music and art.
Mathematics is a part of our human cultural heritage, and we have a responsibility
to develop that heritage.

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REFLECTION # 8
Reflection Paper on the Research Paper entitled “CRISIS, CRITIQUE AND

MATHEMATICS” by Ole Skovsmose (2017)
Skovsmose (2017) stated that Mathematics can be a part of the very
formation of a crisis, thus mathematics is not just a descriptive tool, but it also has
a performative power. Mathematics can make part of the readings and treatment
of a crisis, which however could turn out to be misreadings and mishandlings.
Furthermore, mathematics can operate as a political pacifier by making
controversial readings and handlings appear neutral and objective. The
perspective of critical mathematics education highlights the importance of
addressing such features of mathematics not only with respect to school
education, but also, for instance, with respect to technical education, university
mathematics education, and journalist education.
One of the major problems encountered by the new normal education in the
Philippines the internet connectivity. Despite the Department of Information and
Communication Technology’s (DICT) pledge to make Wi-Fi available throughout
the country, the connections are still either too weak or nonexistent not only in
those remote localities from where students have had to walk for kilometers and
cross rivers to the nearest school during pre-pandemic times, but even in some
urban areas. This was one of the apprehensions of various militant groups to
oppose the opening of classes amid COVID-19 pandemic without ensuring the
strong internet connectivity of both teachers and students. The economic and class

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divide of Philippine society has long been a fundamental issue in Philippine
education. Students from rich families based in the cities and some highly
urbanized municipalities have more access to usually private and expensive
schools, while those from poor families are plagued by a lack of classrooms and
teachers, and almost inaccessible public schools with limited resources that
teachers themselves are often forced to provide.

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THE IMPORTANCE OF ETHICAL MATHEMATICS TEACHING IN

COMMUNITY AND EDUCATION
By: SAMSUDIN N. ABDULLAH
ABSTRACT
This academic paper generally aimed to determine the importance of ethical

mathematics teaching in community and education. This is a descriptive academic
paper which employed critical analysis of the literature reviews on ethical
mathematics teaching with an aid of interviews and focus group discussions.
Participants to this paper were selected math teachers, one principal and one
education math supervisor in the Division of Sultan Kudarat, Region XII. Findings
revealed that ethical mathematics teaching is the math teachers’ care for the
education of students. It consists of five (5) basic values: dignity, truthfulness,
fairness, responsibility and freedom. Ethics of the mathematics teachers can be
seen in terms of three sets of tested tasks: (1) those of all humans; (2) those of all
professionals; and (3) those of all professional responsibilities. It was also found
out that if all math teachers consider ethical standards before they engage in any
teaching-learning activity, then all learners will be equipped with enough
foundation useful for their chosen careers. Mathematics pedagogy, without ethics,
cannot give equal learning opportunities to all types of students. Ethics serves as
the neutralizer of the mathematics pedagogy to balance the learning opportunities
of low performing, average performing and advanced performing students.
Mathematics pedagogy and ethics should be intertwined with each other in all
learning tasks so that students are given fair, just and quality mathematics
education. More readily, these students will become role models in their own
communities and might become effective facilitators of learning tasks.
NTRODUCTION
Mathematics teaching is an ethical undertaking. It is indeed intended to
ethically educate students, to enhance their knowledge, skills, attitudes and life
chances (Ernest, 2019). In education, ethics is about emphasizing good teaching
methods and scrutinizing bad instructional practices to maximize learning
opportunities of students. It is about teachers’ manner of behaving in a way that
benefits students and enables them to grow personally and professionally. In

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ethical mathematics instruction, teachers must model strong character traits,
including perseverance, honesty, respect, lawfulness, fairness, patience, and unity
(Campbell, 2003). As ethical educators, teachers must treat every student with
kindness and respect without showing any favoritism, prejudice or partiality. They
give grades according to how students perform in the class activities both written
and orally.
Education is a tool that educates, enhances, and enables students to know
their basic rights and duties. Education in society provides knowledge, basic facts,
job skills, and cultural norms. An ethically educated society nurtures the young
generations and provide them with the needed facilities and training (Kohlberg,
1981). Ethics is a critical element in teaching and plays an important role in a
teacher’s personal and professional life. Math teachers who have ethically
understood their teaching responsibilities educate learners to be role models of
their own communities. When ethics is absent in teaching mathematics, then no
school will succeed. If schools are not successful in molding the young minds, no
communities will completely achieve their success. When students get enough
education, then they can decipher the good things they learned from schools in
their own communities. Dr. Jose Rizal once said “Youth is the hope of our
fatherland”. The role of ethical mathematical teachers plays an integral part in
community building. Students start to be critical in looking for the right situations
and answers of math problems from the four corners of the classroom. These skills
developed inside the classroom are their weapons to become examples of goodwill
in their own communities.

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One of the benefits of ethical mathematics education is teaching students
how to obtain and develop critical and logical thinking, create independent
decisions and make themselves dependent from ethical norms of the community
where they live (Gulcan, 2015). In ethical mathematics education, students are
oriented that every problem has the solution. Some problems have easy solutions
and others have difficult solutions. This is where ethics comes in. Whatever
challenges come along the way, students should be guided with ethical manners
in solving problems or issues without hurting others and believing that everything
will be alright if the principle of ethical mathematics education is applied by the
teachers in all learning activities.
When students become adults, then they are faced with a lot of challenging
issues. However, if students are exposed with ethical mathematics instruction,
then they can definitely make sound decisions on various quandaries. Not only are
people able to form their own opinions, but they are also good at finding solid and
reliable arguments and evidence to back up and confirm their decisions (Anderson
& Roux, 2017). In this case, mathematics teachers should ethically impart
knowledge, skills and attitudes (KSA) to the students without any predisposition.
The essence of being teachers is producing students who are better than them in
the future. Teachers’ ethical stance will govern how they instruct and assess
students to become better citizens of their community.
Ethics plays an important role on how mathematics teachers interact with
students, with colleagues, with administrators and with the community at large.
The best quality of ethically dedicated mathematics teacher is being “fair” in all

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aspects of instructional activities. Ethical mathematics teachers really care
students because they have universal respect for human life.
Hence, this academic paper intends to comprehensively describe the
importance of ethical mathematics teaching in community and education. It
determined the responsibilities of ethical math teachers. It also determined the
relationship of mathematics pedagogy and ethics.
RESEARCH QUESTIONS, RESULTS AND DISCUSSION
What is ethical mathematics teaching? How is it important in community?

What is its role in education?
2
these
these notions
notions and
and responsibilities
responsibilities to
to unpick.
unpick. 2
Ernest (2019) stated that ethical mathematics teaching is the teachers’ duty
of tender loving care (TLC) for the education of their students. He added the core
of ethical mathematics teaching consists of five (5) basic values: dignity,
truthfulness, fairness, responsibility and freedom. Any math teaching-learning
activity is indeed founded on ethics – whether it be the teacher-student
relationship, or a teacher's relationship with their work. Dignity means respect for
humanity. Truthfulness means the quality of being honest and not containing nor
telling any lies. Fairness means impartial and just treatment or behavior without
favoritism or discrimination. Responsibility means the state or fact of having a duty
to deal with something or of having control over someone or something (Thorndike-
Barnhart Dictionary). Ethics enters into all aspects of human life and professions,
and that includes the teaching of mathematics. Ernest (2019) added that ethical
mathematics teaching is an independent profession and a demanding expert task
that inherently involves professional ethics. Ali (2010) stressed that mathematics

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teaching profession requires high standard of professional ethics and that society
can trust them and expect them to act ethically in all situations.
During the interview, one of the mathematics teachers stated “Kung hindi
100% buo ang puso at isipan mo na maging isang mabuting math teacher sa isang
pampublikong paaralan, mas mainan na maghanap ka na lang ng ibang trabaho.
Madaming mga math teachers sa pampublikong paaralan na napaka tamad sa
pagtuturo. Nakaupo lang habang nagpapaliwanag ng math lessons. Nakikipag
tsismis lang. Parang hininitay lang ang oras na mag bell para makaalis agad sa
classroom. Kung ganito ang math teachers, kawawa ang mga kabataan. Ngunit,
madami naman akong nakikitang math teachers na talagang ginagawa ang lahat
para matuto ang kanyang students. Napaka relihiyoho talaga sa pagdating sa
pagtuturo. Walang sinasayang na oras para lang maibigay ang tunay na
edukasyon sa mga bata. Ganyan ang tinatawag na ethical mathematics teaching.”
(If you are not 100% dedicated in your hearts and in mind to be math teacher in
the public schools, it is better to look for another job because math teaching is not
for you. There are many lazy math teachers in the public schools. They just sit
down while explaining math lessons. They are fond of talking nonsense and
irrelevant topics to the math lessons. They just wait for the bell to ring and
immediately escape out of the classroom upon hearing the bell without fully
explaining the lessons for today. However, there are still many math teachers who
are religiously doing their responsibilities as facilitators of learning. They don’t
waste even a single minute just to educate the students and give them the quality
of education they deserve. That is ethical mathematics teaching.)

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The analysis of Ernest (2019) states that the ethics of the mathematics
teacher can be seen in terms of two sets of tested responsibilities, first, those of all
humans, and second, those of all professionals. As ethical mathematics teachers,
they need to respect the rights of their students. Students are humans who can be
hurt by harsh statements. Math teachers should be sensitive to the cultural
differences of their students. There are math teachers who are not considered to
be ethical teachers since they often times violate the basic rights of their students.
These teachers often times scold their students. They play favoritism in giving
learning opportunities to the students. They don’t give fair assessment methods to
really evaluate the learning progress of students. They show cultural discrimination
against the Muslims and indigent students. They always utter that Muslim students
are trouble-makers; that Muslim students have less interests in education; that
Muslim students are hard-headed. However, these kinds of teachers are isolated
cases only. Many teachers appreciate the perseverance of Muslim students to
seek education despite the peace and order situation in their local communities.
They always appreciate the hospitality of Maguindanaon, the largest group of
Filipino Muslims in the country. Many math teachers are ethically doing their tasks
as educators. These teachers always ensure that students are given fair and just
treatment regardless of culture and race. They give equal learning opportunities to
their learners irrespective of their ethnic affiliation. They always consult the parents
of their learners to talk about on how the latter will be dealt in order to improve their
academic performance. They always innovate themselves according to the
demands of the 21st century teaching trends. They don’t just focus on one teaching

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strategy. They explore, innovate and do reforms in order to cater the individual
differences of their students. They do action researches in order to produce
decision-making alternatives which are all win-win situations to the certain
problems.
The ethics of mathematics teachers is a special case of professional
responsibility, and is treated third. First, all human beings have responsibilities
towards other humans and to society, as well as to the environment and the living
world. Math teachers are not just only facilitators of learning. They have
professional responsibilities outside of school premises. They act as role models
in the community where they live. They lead the initiatives and reforms for the good
of their local communities. They act as consultants of the strategic planning to
improve the work ethics of the people in the community. They are involved in
organizing peace and order symposiums in order to instill to the people the
essence of peace and order against poverty. Humans are social creatures who not
only are and have been fully dependent on others but who are largely formed
through their relationships with others. No one can become an adult, let alone a
healthy and balanced one, without the care and support of others. As the popular
adage says “No man is an island.” People owe everything to others, including being
honest, respectful, caring, supportive and attentive to their needs (Levinas, 1972
as cited by Ernest, 2019). In other words, people’s current social standing is
credited to their former teachers. They are all molded by their teachers to become
better citizens of the community.

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Ethical responsibility related to a math teacher’s work is based on know-
how and the work’s values and norms. Neither of these can replace the other: poor
math subject expertise does not compensate for good ethical principles and vice
versa. Math teachers must continuously maintain their expertise, have special
sensitivity to recognize the ethical dilemmas involved in teaching work and the
readiness to act ethically in these situations (Ali, 2010). If all math teachers
ethically do their responsibilities as agents of good change in the four corners of
the classroom, no children will be deprived of quality education. These students
who have acquired enough knowledge, skills and attitudes (KSA) have greater
chances to become good citizens of their communities. They can be considered
assets of their localities. This is how ethics plays an important role in education. If
there is ethics in mathematics education, then there is also ethics in community
building. In other words, ethics identifies the good from the bad and considering
the good to eliminate bad vibes. Sooner, community success will prevail.
During the focus group discussion conducted by the selection committee to
hire new mathematics teacher in our school, one of the panelists asked this
question to the teacher-applicants “What do the teachers contribute to the
community?” One of the teacher-applicants answered this way:
“Teachers provide the power of community to today's youth,
thereby giving them the possibility develop their
communities. Teachers simplify the complex problems, and
make abstract concepts accessible to students. Teachers
also expose children to ideas and topics that they might

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otherwise not have come into contact with. They are the
ultimate role models for students. If teachers are good
examples of character, then students definitely do the same.
If students are modelled with good manners and right
conduct by the teachers, then they will definitely do
something to have innovations and initiatives to make their
communities better places to live in. This is the contribution
of the teachers in the community.”
Great math teachers always have compassion for their students. They have
always understanding of their students’ personal lives and appreciation of their
academic goals and achievements. They are role models for the students to be
positive, always trying harder, and reaching the stars. Knowledge and education
are the bases of all things that can be accomplished in life. They provide the power
of education to today’s youth, thus, giving them the possibility for brighter future
(Anderson & Roux, 2017). Ethical math teachers make complex math problems
simpler, and concretize abstract ideas and make them accessible and
comprehensible to all types of students. They expose ideas and topics which are
not yet familiar with the students. They are not selfish to share their hidden talents
for the students.
Ethical mathematics teaching in any learning institution is deemed very
important. It is important because it assists to run the school smoothly. It sets the
standards of what's acceptable and what's not, therefore, protecting the interest of
both math teachers and students. Further, ethics in education should be accessible

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on both the teachers and the students. If all math teachers have ethical standards
before they engage in teaching-learning activities, then all learners will be
equipped with enough foundation for their chosen careers. Ernest (2019)
emphasized that the ethics of math teaching must address the dilemmas posed by
the decrease of achievement levels in mathematics and to reconcile it with the
obligation to provide an equal treatment of all students. Math teachers are tasked
to do strategic interventions to improve the performance of students in the public
schools. Based from the personal opinions of the math teachers, one of the
prevailing factors why students lag behind in terms of mathematics achievement
is the attitude of many math teachers. Many of them are not 100% committed to
give quality education to the students. They often times engage themselves in non-
teaching related works such as online selling during class hours. In this case,
contact times to the students are lessened. In this time of pandemic, many
teachers are busy strolling around the tourist spots, instead of doing synchronous
modes of delivery of instruction. These negative acts of teachers can be minimized
if not totally eradicated by the principle of ethical mathematics teaching.
What are the responsibilities of ethical mathematics teachers?
As emphasized by Ernest (2019), the responsibility to teach mathematics in
an effective way that benefits the students, is a very complex and multifarious one.
In one public high school classroom, there are 35 to 65 students with different
learning styles. Ethical math teachers should be flexible and adaptive with their
teaching approaches to keep abreast of the modern trends. He added that value

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judgements are involved in (1) deciding the effectiveness of a teaching approach
in a particular situation; and (2) deciding what is of benefit to the students. Further,
Ali (2010) stressed that to establish what benefits students, ethical math teachers
need to determine a background set of goals for their mathematical education.
Askew, et al. (1997) added that ideally a set of aims and goals, properly determined
by the math teachers before the teaching-learning activity, represents what is
beneficial for the students and good for society, although it is conceivable that
these two interests might clash. But there is no one set of goals good for all
students, nor can a single set of goals be wholly beneficial for society. For it
depends on values, priorities, as well as underlying ideologies. In layman’s terms,
no single teaching strategy that fits to all types of learners. Individual differences
must be considered to initiate mathematics strategic intervention materials for the
students.
Ethical math teachers actively instruct students, create lesson plans, assign
and correct homework, manage students in the classroom, communicate with
parents, and help students prepare for standardized testing. They need to help
students prepare for graduation and college entry exams (Ernest, 2019). They
ensure that students are competent enough to prepare themselves for higher
ladder of education. They always monitor the progress and welfare of their
students. They are happy if they see that their students are more successful than
them. They are not narcissistic sharing knowledge to the learners. They are
generous to impart what they have.

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Hersh (2018) noted that ethical math teachers are those who inspire their
students to look beyond the pages of the textbook to become problem solvers and
critical thinkers. Every day their boundless passion and dedication impacts each
and every one of their students. They ensure that students will have the knowledge
and skills that will help them not only succeed in the classroom, but also be
empowered by mathematics to become productive citizens of the democratic
society. One of the math teachers at Esperanza National High School stated “I
know that students hate me for being strict in my class. I just always say to the
students ‘HATE ME NOW, BUT THANK ME LATER’. I am strict because I want
my students to be fully equipped with basic and advanced mathematical lessons
before going to the college level. My ultimate responsibility as a math teacher is to
equip my students with math competence imbued with right characters.” Other
teachers added that math teachers must be committed and should give their 100%
enthusiasm for the benefit of the learners. Brophy and Good (2016) emphasized
that like all human beings and professionals, mathematics teachers share an
obligation of care towards those in their charge. Exercising this responsibility at its
best provides a source and model of inspiration for students, both in the present
and for the future. Principal of the one public school in Sultan Kudarat, Region XII
emphasized that the customary responsibilities for teachers include planning and
executing instructional lessons, assessing students based on specific objectives
derived from a set curriculum, and communicating with parents. All of these
responsibilities of math teachers should be executed in accordance with high
ethical standards.

Education)
73
Campbell (2003) noted that changing societal demographics have forced
changes in the practice of math teaching. Teachers work with students and parents
from many different cultures. Teachers themselves should be students of culture.
They create classroom environments to celebrate various ethnic and religious
traditions. They are expected to treat children and their families sensitively so as
to avoid the proliferation of stereotypical images of races, cultures, or religions.
Mathematics Education Program Supervisor of DepEd-Sultan Kudarat said during
the seminar-workshop in teaching mathematics in the new normal classroom
environment “One of the responsibilities of math teachers is to contextualize math
lessons based on the cultural needs of students. This means that math teachers
should integrate math problems related to the cultural practices of the learners in
their communities. Some examples of contextualization of lessons are using the
local names of the people in the communities, using the available materials in the
communities as teaching devices particularly in measurements.”
Brophy and Good (2016) stated that one of the ethical math teachers’
responsibilities is to exhibit a rich history of participation in educational and political
groups, committees, and events. Teachers join professional honorary societies.
For example, teachers may be invited to become a consultant of the local
community and some other education honorary societies that recognize the
actions of individual teachers and through membership to distinguish them as
exceptional educators.
How is ethics related to mathematics pedagogy?

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Mathematics pedagogy is an approach to mathematics education that
includes a practical and philosophical commitment to liberation. Approaches that
involve mathematics pedagogy give special attention to the social, political, cultural
and economic contexts (Gulcan, 2015). They also analyze the role that
mathematics plays in producing and maintaining social, political, cultural or
economic structures of the community. Mathematics pedagogy, without ethics,
cannot give equal learning opportunities to the students. Ethics serves as the
neutralizer of the mathematics pedagogy in order to balance learning opportunities
of the low performing, average performing and advanced performing students.
Mathematics pedagogy and ethics should be intertwined in every teaching-learning
activity so that all students are given fair, just and quality mathematics education.
Th teaching of mathematics accompanied by ethical standards establish
clear goals in order for the students to learn. It situates goals within learning
progressions, and uses the goals to guide instructional decisions. It implements
tasks that promote reasoning and problem solving. Mathematics pedagogy should
include (1) letting students to understand that everything in this world involves
mathematics; and (2) making the complicated problems simple. One of the math
teachers of Esperanza National High School said:
“Teaching mathematics should be intertwined with ethics
so that learners are given chances to express their wildest
opinions about the situational problems given by the math
teachers. Teachers should not monopolize the teaching-
learning activities. They should allow their students first to

Education)
75
show their solutions on the board and afterwards give
constructive feedbacks in order for the students to realize
where they commit errors and sooner improve the process
of how they illustrate their solutions. As ethical math
teachers, we should be open-minded. If we think that
students have better solutions compared to us, let’s not be
offended. Let’s accept the fact that students can let us
learn something new. Let’s always put ethics in all
teaching tasks accorded to us so that everything about
math education will run smoothly.”
Sevilla (2016) said that ethical mathematics pedagogy provides an effective
way of building mental discipline and encourages logical reasoning and mental
rigor. On the other hand, Solmon and Firetag (2012) noted that mathematical
knowledge plays a crucial role in understanding the contents of other school
subjects such as science, social studies, and even music and art. One math
teacher elaborated the relationship of mathematics pedagogy and ethics during
the focus group discussion conducted by the senior high school (SHS)
Mathematics and Science Group Head. She said “Mathematics teachers should
always be guided with ethical standards for professional teachers. How high is your
position, how high is your academic background, how experienced you are but you
don’t put ethics on your actions in the four corners of the classroom, learning
activities will be futile. It means that educational qualifications and wide range of
experiences don’t guarantee that you are ethical mathematics teachers. Ethical

Education)
76
math teachers have passion, enthusiasm and dedication for the students. They
always do something to let every student to enjoy the quality education that he
deserves. Effective math learning output is equated to mathematics pedagogy and
ethics.”
Teaching is fundamentally about the interaction of teachers and students.
Underlying this is the one-to-one relationship between a teacher and a student
(Ernest, 2019). No easy good-bad ethical judgements can be applied to
pedagogical styles. Open progressive pedagogies which claim to develop
autonomy and creativity cannot claim the moral high ground over traditional
pedagogies aiming to inculcate skills and mastery in mathematics. Pedagogy and
ethics are inseparable. How good the teaching methods but no ethical standards
involved, it will not produce good learning outcomes. Sometimes, math teachers
need to withhold attention to individual students in order to manage the whole
class. In the short term, this might seem like neglect or unethical behavior but in
the long may result in better learning conditions for all, which is an ethically
defensible and indeed desirable outcome.
CONCLUSIONS
Ethical mathematics teaching is the teachers’ duty of tender loving care
(TLC) for the education of their students. It consists of five (5) basic values: dignity,
truthfulness, fairness, responsibility and freedom. Ethics of the mathematics
teacher can be seen in terms of two sets of tested responsibilities, first, those of all
humans, and second, those of all professionals. The ethics of mathematics

Education)
77
teachers is a special case of professional responsibility, and is treated third. If all
math teachers consider ethical standards before they engage in teaching-learning
activities, then all learners will be equipped with enough foundation for their chosen
careers. Ethical mathematics teaching in society and education is deemed
important as it assists to smoothly run the community and the school where the
students live and study. It sets the standards of what's acceptable and what's not,
therefore, protecting the interest of both math teachers and students. Ethical math
teachers actively instruct students, create lesson plans, assign and correct
homework, manage students in the classroom, communicate with parents, and
help students prepare for standardized testing. Mathematics pedagogy, without
ethics, cannot give equal learning opportunities to the students. Ethics serves as
the neutralizer of the mathematics pedagogy in order to balance the learning
opportunities of the low performing, average performing and advanced performing
students. Mathematics pedagogy and ethics should be intertwined with each other
in every teaching-learning activity so that all students are given fair, just and quality
mathematics education.
RECOMMENDATIONS
1. Mathematics teachers should always be guided with ethical standards for
professional ethics in every teaching-learning activity.
2. They should produce and maintain social, political, cultural or economic
structures of the community where they live so that they can establish good
rapport with the community.

Education)
78
3. They should set the standards of what's acceptable and what's not in the
community where they teach, therefore, protecting the interest of both the
school and community.
4. They should implement learning tasks that promote reasoning and problem
solving so that they can produce students imbued with enough knowledge,
skills and attitudes (KSA) needed for higher ladder of mathematics
education.
5. They should provide an effective way of building mental discipline and
encourage logical reasoning and mental consistency so that students will
become role models in their own community equipped not only
academically but also ethically.
REFERENCES
Ali, H. (2010). Effect of using problem solving method in teaching mathematics on

the achievement of mathematics students. Asian Social Science, 6 (2), 66-
72.
Anderson, A. & Roux, K. (2017). Towards an Ethical Attitude in Mathematics

Education Research Writing. Journal of Urban Mathematics Education.
10(1): 74-94
Askew, M., Brown, M., Rhodes, V., Johnson, D. and Wiliam, D. (1997) Effective
Teachers of Numeracy, Final Report, London: King’s College, University
of London.
Brophy, Jere E. & Good, Thomas L. (2016). "Teacher Behavior and Student
Achievement." In Handbook of Research on Teaching, 3rd edition, ed.
Merlin C. Wittrock. New York: Macmillan. Individuals with Disabilities
Education Act of 1997. U.S. Public Law 105-17. U.S. Code. Vol. 20, secs.
1400 et seq.
Campbell, E. (2003). The Ethical Teacher. Philadelphia: Open University Press.

Education)
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Ernest, P. (1991). The Philosophy of Mathematics Education, London, The Falmer

Press.
Ernest, P. (2018). The Ethics of Mathematics: Is mathematics harmful? In P. Ernest

(Ed.) The Philosophy of Mathematics Education Today, Switzerland:
Springer international. pp. 187-216
Ernest, P. (2019). The Ethical Obligations of the Mathematics Teacher. Conceptual

Article. Journal of Pedagogical Research. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1292673.pdf on August 8, 2021
Gulcan, N. (2015). Discussing the Importance of Teaching Ethics in Education.

Social and Behavioral Research Journal. ELSEVIER. Retrieved from
www.sciecedirect.com on August 8, 2021
Hersh, R. (2018). Ethics in mathematics teaching. Retrieved 1 September 2018

from
https://www.youtube.com/watch?v=5hOT8F97l9Y&start=4068&end=559
8 (Referring to R. Hersh & V. John-Steiner. Loving and Hating
Mathematics: Challenging the Myths of Mathematical Life. Princeton, New
Jersey: Princeton University, 2011.)
Kohlberg, L. (1981). Essays on Moral Development: The Philosophy of Moral

Development. New York: Harper Collins
Sevilla, A. (2016). The Ethics of Engaged Pedagogy: A Comparative Study of

Watsuji Tetsuro and Bell Hooks. Retrieved from
https://www.google.com/search?q=relationship+between+pedagogy+and
+ethics&oq=relationship+between+pedagogy+and+ethics&aqs=chrome..
69i57.11346j0j7&sourceid=chrome&ie=UTF-8 on August 9, 2021
Solmon, L. & Firetag, K. (2012). "The Road to Teacher Quality." Education

Week 21 (27):48.

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DR. LEORENCE C. TANDOG

REFLECTION PAPER in EdD 809 (Pedagogy & Special Topics in Mathematics

Dr. Leorence C. Tandog

REFLECTION ON PEDAGOGY AND SPECIAL TOPICS IN MATHEMATICS

Pedagogy is a term that refers to the method of how teachers teach, in

theory and in practice. Pedagogy is formed by an educator’s teaching beliefs and

students to build on prior learning, meaningful classroom relationships must exist.

learners. A carefully considered pedagogy is essential in enabling students to learn

four common forms of pedagogy: social (education as supporting social

development), critical (deconstructing normative perspectives), culturally

responsive (encouraging the sharing of diverse backgrounds and experiences)

and Socratic (developing intellectual and social skills to live in a democratic

Critical mathematics pedagogy is an approach to mathematics

education that includes a practical and philosophical commitment to liberation.

Approaches that involve critical mathematics pedagogy give special attention to

REFLECTION PAPER in EdD 809 (Pedagogy & Special Topics in Mathematics

plays in producing and maintaining potentially oppressive social, political, cultural

or economic structures. Finally, critical mathematics pedagogy demands that

Critical mathematics pedagogy builds on critical theory developed in

the post-Marxist Frankfurt School, as well as critical pedagogy developed out of

critical theory by Brazilian educator and educational theorist Paulo Freire.

Definitions of critical mathematics pedagogy and critical mathematics education

Why do we need to teach mathematics?

International comparative studies in mathematics have provided a large

body of knowledge about how students do mathematics in the context of the

world’s varied educational institutions. These researches have investigated the

effective aspects of educational practice in homes, classrooms, schools, and

school systems. Examining the learning of mathematics in other countries helps

researchers, educators, and government policymakers to understand how

REFLECTION PAPER in EdD 809 (Pedagogy & Special Topics in Mathematics

mathematics is taught by teachers and how it is learned and performed by students

in different countries (Cai et al. 2017).

In the Philippines, mathematics education is the primary target of

challenged on what pedagogical approaches could cater the individual needs of

21st century learners to increase their understanding of basic and advanced

teaching strategies just to emerge students’ potentials in Science and

The K to 12 Program envisions to hone the 21st century skills of students

such as critical thinking, creativity, collaboration and communication to cope with

teachers to upgrade their pedagogical content knowledge to address the needs of

the new normal classroom environment. He added that teachers’ content

knowledge and pedagogical approaches can develop students’ performance in

Paculanan (2013) emphasized that mastery of the subject matter

accompanied by appropriate pedagogy increases problem solving performance

while simultaneously decreasing disruptive behavior. Simpal (2020) emphasized

innovative in their pedagogical knowledge, their students still have difficulties in

understanding math lessons. Abdullah (2020) noted that pedagogical content

REFLECTION PAPER in EdD 809 (Pedagogy & Special Topics in Mathematics

knowledge of Mathematics teachers has a direct relationship to the learning

performance of students. He added that teachers who are knowledgeable in their

subject matters and innovative in their pedagogies is what the Department of

In Sultan Kudarat, many Mathematics teachers are holders of master’s

in order to improve their pedagogical content knowledge. However, records from

the Guidance Office of each school reveal that students’ performance in

Mathematics lagged behind compared with other subjects. As a matter of fact,

researcher will try to investigate the relationship of math teachers’ pedagogical

content knowledge and students’ performance in General Mathematics.

What is Pedagogical Content Knowledge (PCK) Theory?

Pedagogical Content Knowledge (PCK) Theory was introduced by Lee S.

Shulman (1986). He developed the said theory and established a theoretical

framework that is applied by many researchers now. He attempted to bridge the

management only but rather knowledge of teaching strategies to simplify the

REFLECTION PAPER in EdD 809 (Pedagogy & Special Topics in Mathematics

in representing the subject matter comprehensible to others. It includes the wide

Reflection Papers in EdD 809 (Pedagogy & Special Topics in Mathematics Education)

Reflection Papers in EdD 809 (Pedagogy & Special Topics in Mathematics Education)