MATHEMATICS TEACHING AND LEARNING: ITS FOUNDATIONS,

CONTENTS AND PROCESSESS

At the end of the unit, the students should be able to:

1. explain the nature of mathematics as a subject;
2. enumerate the aims of mathematics in education; and
3. analyze comprehensively the mathematics K-12 Curriculum Framework.
In this unit you will learn…
• Nature of Mathematics
• Goals of Mathematics to Education
• Mathematics K-12 Curriculum Framework

Mathematics K-12 Curriculum Framework

EXPANDING YOUR KNOWLEDGE

• In the K-10 goal, mathematics should DEVELOP THE CRITICAL THINKING and
PROBLEM SOLVING OF STUDENTS.
• According to skillsyouneed.com CRITICAL THINKING refers to the ability of a man to think
clearly and rationally, and to understand the logical connection between ideas.
 • According to skillsyouneed.com CRITICAL THINKING refers
Problem solving is using a variety of strategies to solve problems.
• The two goals mentioned above can be reached by organizing the curriculum content in a
rigorous and well-organized manner, defining a set of high-level skills and processes,
introducing desirable values and attitudes, and using appropriate tools considering the nature
of Filipino learners.
• There are five content areas in the curriculum, as adapted from the framework, prepared by
MATHTED & SEI (2010): Numbers and Number Sense, Measurement, Geometry, Patterns and
Algebra, and Probability and Statistics.
• The specific skills and processes to be developed are communicating, making connections,
mental mathematics and estimating, problem solving, reasoning, and visualizing along with using
technology

We recognize that the use of appropriate tools is necessary for teaching mathematics
We define context as a locale, situation, or set of conditions of Filipino learne rs that may influence their
study and use of mathematics to develop critical thinking and problem-solving skills.
• Contexts refer to belief, environment, language, and culture that include traditions and practices,
as well as the learner’s prior knowledge and experiences.
Goals of Mathematics education in the K to 12 Critical Thinking Problem Solving
Critical Thinking Problem solving
• The framework is supported by the following underlying principles and theories:
Experiential and Situated Learning
Kevin Kolb
• Making sense of direct everyday experiences.
• “The process whereby knowledge is created through the transformation of experience.
Knowledge results from the combination of grasping and transforming experience”
Lave and Wenger
• learning in the same context in which concepts and theories are applied.

Reflective Learning
• facilitated by reflective thinking.
• It is not enough that learners encounter real-life situations.
• Deeper learning occurs when learners are able to think about their experiences and PROCESS
these, allowing them the opportunity to make sense and derive meaning from their experiences.

Constructivism
• argues that knowledge is constructed when the learner is able to draw ideas from his/her own
experiences and connect them to new ideas.

Cooperative Learning
• puts a premium on active learning achieved by WORKING WITH FELLOW LEARNERS as
they all engaged in a shared task.

Discovery and Inquiry-based learning

• support the idea that students LEARN WHEN MAKING USE OF PERSONAL
EXPERIENCES TO DISCOVER FACTS, RELATIONSHIPS, AND CONCEPTS.