PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

MAILYN G. ELACRE
Math Ed-801

Lesson 2 TASK

Based on the class discussions, readings, and your own experiences, prepare a critical
review of the K to 12 Program.

A Critical Review of the K to 12 Mathematics Program

A Critical Review of the K to 12 Mathematics Program
A. Strengths
A. Strengths
B. Weaknesses
B. Weaknesses
C. How to Address the Weaknesses (Provide the Basis for the Recommendation)
C. How to Address the Weaknesses (Provide the Basis for the Recommendation)
D. Other Suggestions to Improve mathematics basic education in the Philippines
D. Other Suggestions to Improve mathematics basic education in the Philippines

A. K to 12 mathematics programs offer a number of strengths, including:

Increased focus on critical thinking and problem-solving. The K to 12 curriculum

emphasizes the development of higher-order thinking skills, such as the ability to analyze
problems, synthesize information, and make informed decisions. This has been applied
through the utilization of Bloom’s Taxonomy and the recently planned implementation of the
SOLO Taxonomy.

More rigor and alignment with international standards. The K–12 curriculum is
closely aligned with international standards and is more demanding than prior Philippine
mathematics curricula. This implies that graduates of the K–12 systems will be more
equipped for further education and professions in a globalized society. A study by Caup and
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The National Center for Teacher Education

Buda (2017) cited that teacher believed that the K to 12 program provides a balanced
approach to learning and promotes mastery of competencies needed in job markets.

Greater emphasis on technology integration. The K–12 curriculum promotes the

use of technology to improve instruction and learning. This could make math for learners
more interesting and approachable. A study cited in the International Journal for Technology
in Mathematics Education, v27 n2 p99-112 2020, cited that Technology integration is
important because students must be technology savvy and their understanding of mathematics
can be strengthened through proper technology integration.

More opportunities for differentiated instruction. The K–12 curriculum gives

teachers more freedom to tailor their lessons to the requirements of each student. This can be
accomplished by utilizing a range of teaching techniques, giving students choices regarding
their learning, and providing support to those who require it. As cited in the study conducted
by (Aguhayon, Tiongson and Pentang, 2003) differentiated instruction effectively closes
students’ mathematical learning gaps, particularly when tackling integer-related issues. This
teaching approach allows educators to tailor their instruction to meet the individual needs of
each student, taking into account their unique learning styles and abilities.

B. However, there are also some weaknesses and criticisms associated with K to 12
mathematics programs based on the Atlantic Evaluation and Research
Consultants Report of K to 12 Mathematics Curriculum Review of 2007:

Overcrowded Curriculum. Some educators have expressed concerns that the K to

12 curriculum is too crowded and that it is difficult for teachers to cover all of the material in
depth. Some critics argue that the K to 12 mathematics curriculum is very dense, with a lot of
material to cover in a relatively short period of time. This can make it difficult for teachers to
teach all of the required material in depth, and for students to learn it effectively.

Need for more professional development for teachers. Teachers need professional
development to effectively implement the K to 12 curriculum and to use technology
effectively in the classroom. Some critics argue that many teachers are not adequately
prepared to teach the K to 12 mathematics curriculum. This is due to several factors, such as
inadequate training and a lack of resources.

Mismatch between curriculum and textbooks: Some critics argue that there is a
mismatch between the K to 12 mathematics curriculum and the textbooks that are available.
This can make it difficult for teachers to teach the curriculum effectively, and for students to
learn from the textbooks.

Lack of focus on basic skills: Some critics argue that the K to 12 mathematics
program does not focus enough on basic skills, such as arithmetic and algebra. This can lead
to students struggling in more advanced mathematics courses.

C. To address the weaknesses of the K to 12 math programs, there should be equal

assistance from different non-governmental organizations and generous
stakeholders to resolve issues.
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The National Center for Teacher Education

The government must take into consideration in addressing the problems encountered
in the current implementation of the k-12 curriculum, such as a. content-based training and
workshops, b. no to the bulk of document responsibilities, c. core function in instruction must
constitute a bigger percentage of the teachers’ responsibility, c. principles of assessment, and
d. overall the government must revisit and review the curriculum and be it legislated as stated
in the Research Review on K-12 Curriculum Implementation in The Philippines: A Generic
Perspective by (Abragan, Abarcas, Aquino, and Bagongon, 2022).

As cited also in the study conducted by the Atlantic Evaluation and Research
Consultants Report of K to 12 Mathematics Curriculum Review of 2007, there are a number
of ways to address the weaknesses of the K to 12 math programs, including:

Provide more professional development for teachers. Teachers need professional

development to effectively implement the K to 12 curriculum and to use technology
effectively in the classroom. This professional development should be focused on helping
teachers to:

Understand the K to 12 math curriculum and its goals.

Use a variety of teaching methods and strategies.
Differentiate instruction to meet the needs of all learners.
Integrate technology into their instruction.

Provide more support for students with learning disabilities. Students with
learning disabilities may need additional support to succeed in the K to 12 math program.
This support could include:

Small group instruction

One-on-one tutoring
Accommodations and modifications

Reduce the amount of curriculum overload. Due to the overwhelming amount of

material covered in the K–12 math curriculum, it is challenging for teachers to go in-depth
with each topic.

Provide teachers with more classroom resources. Teachers need access to a variety
of classroom resources, such as textbooks, technology, and manipulatives, to effectively
implement the K to 12 math curriculum.

In addition to these general measures, there are a number of specific things that teachers can
do to address the weaknesses of the K to 12 math programs. For example, teachers can:

Differentiate instruction to meet the needs of all learners. To meet the needs of all
students, teachers should differentiate instruction using a range of ways. This might involve
giving students choices regarding their education, adapting teaching strategies to the needs of
various pupils, and providing assistance to those who require it.

Integrate technology into their instruction. There are several ways that technology
can be used to improve math instruction. Teachers can employ technology, for instance, to
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The National Center for Teacher Education

introduce new ideas, provide students the chance to practice their skills, and give students
feedback on their work.

D. Based on the identified weaknesses in the k to 12 Mathematics programs, here

are some ways to improve mathematics basic education in the Philippines:

1. Improve the quality of teacher education and training. Based on my own

experience, I have observed that there are some lackings from the teachers regarding teacher
education and training. Some are not technologically adept, and not familiar with some of the
needed skills required for teaching mathematics. Teachers are necessary to enhance
fundamental maths instruction in the Philippines. They must acquire the knowledge and
talents required to instruct mathematics to learners of all levels. To raise the standard of
teacher education and training in the Philippines, the government and education stakeholders
should collaborate. As cited in the Research Review on K-12 Curriculum Implementation in
The Philippines: A Generic Perspective of 2007, Teachers must be ensured of training to
achieve the envisioned K-12 curriculum which is designed to be learner-centered, which will
greatly encourage students to be more engaged in their learning process. Because learning is
focused on the individual preferences of each student, the process of acquiring new
information and skills that are useful for daily life and for the future will become more
beneficial and enjoyable for students.

2. Make mathematics more engaging and relevant to students' lives. As also cited
in in the Research Review on K-12 Curriculum Implementation in The Philippines: A
Generic Perspective of 2007, the government to ensure that students will have sufficient
instructional time for subject-related tasks, making them more prepared in every subject area.
Mathematics can be a difficult subject for some students, so it is important to make it more
engaging and relevant to their lives. This could be done by:

- Using real-world examples and applications in math instruction

- Providing students with opportunities to work collaboratively on math projects
- Integrating technology into math instruction
- Making math instruction more hands-on and active

3. Increase parental and community involvement in mathematics education.

Parents and community members can play an important role in supporting their children's
learning. The government and education stakeholders should work together to increase
parental and community involvement in mathematics education (Panaoura, A. 2017). This
could be done by:

- Providing parents with resources and information about how to support their
children's learning at home.

- Encouraging parents to volunteer in their children's math classrooms.

- Partnering with community organizations to offer math enrichment programs and

activities for students.

These actions will help the Philippines' basic mathematics education and ensure that all
learners will have the chance to succeed in this important subject.