FOUNDATIONS OF MATHEMATICS TEACHING AND LEARNING

Foundation to nature of mathematics

 Roles of mathematics in the Philippine Education

1. Facilitating participation in productive life skills

 Flexibility
 Leadership
 Initiative
 Productivity
 Social skills
2. A way of making sense of the world
3. Means of communication
4. A gateway for national progress

PRINCIPLES IN MATHEMATICS INSTRUCTION

 Principle 1. Being mathematically competent means more than having the ability to compute and
perform algorithms and mathematical procedures.
 Principle 2. The physical and social dimensions of a mathematical environment contribute to one’s
success in learning mathematics.
 Principle 3. Mathematics is best learned when students are actively engaged.
 Principle 4. A deep understanding of mathematics requires a variety of tools for learning.
 Principle 5. Assessment in mathematics must be valued for the sake of knowing what and how
students learn or fail to learn mathematics.
 Principle 6. Students’ attitudes and beliefs about mathematics affect their learning.
 Principle 7. Mathematics learning needs the support of both parents and other community groups.

MATHEMATICS EDUCATION FRAMEWORK 2011

Mathematical Content

 The Philippine mathematics education program at the elementary and secondary levels aims to
teach the most fundamental and useful contents of mathematics and organizes these into the
following standards; number and number sense; Measurement; Geometry; Patterns, functions
and Algebra and Data, Analysis and Probability. This organization of the contents was influenced
by the 1995, 1999 and 2003 TIMSS studies.

Cognitive Demands

 Higher expectations are necessary, but not sufficient to accomplish the goals of Philippines
School mathematics education for all students. This framework starts from the premise that
equal opportunities must be given to all students regardless of learning styles and levels of
ability in order to meet the demands in learning quality mathematics and assimilate the values
intrinsic to the discipline. The cognitive demands under the proposed framework are classified
under the six general categories; Visualization, Knowing, Computing, Solving, Applying, and
Proving.

Cognitive Values

 Critical and analytical thinking cannot be fully developed without promoting desirable cognitive
values. The cognitive values that must be taught among others are;
a. Objectivity
b. Flexibility and creativity
c. Utility
d. Cultural-rootedness
e. Introspection
f. Productive disposition

Philippine’s K-12 Curriculum

Republic Act (RA) No. 10533 known as enhanced Basic Education Act of 2013

 The curriculum shall use pedagogical approaches that are constructivist, inquiry-based,
reflective, collaborative, differentiated, and integrative. Constructivism views learners as active
constructors of meaningful knowledge. Inquiry-based learning puts a premium on questioning,
investigating, proving, probing, explaining, predicting, and establishing connection of evidences.
Reflective learning provides opportunities for learners to reflect on what and why they need to
learn and how to go about it. Collaborative approach allows learners to share ideas between
and among themselves thus developing the value of cooperation, respect, camaraderie, and
tolerance. Differentiation takes into great consideration the different learning styles and
multiple intelligences of the learners, which are significant aspects of their individual differences
not only as learners but also as individuals. Finally, integrative pedagogy espouses the
importance of conceptions and relationships of ideas and conceptions between and among
disciplines.

Philippine Mathematics Curriculum

 Conceived with the twin goals of developing student’s critical thinking and problem solving
 The contents are clustered into five strands:

1. Numbers and number sense;

2. Measurement;
3. Geometry;
4. Patterns and algebra; and
5. Statistics and probability

NUMBERS AND NUMBER SENSE

 Include concepts, operations and applications of numbers; whole numbers, number theory,
fractions, decimals, ratio and proportion, percent and integers.

MEASUREMENT

 Focuses on measures and applications of length, mass, weight, capacity, time, money, temperature,
angles, perimeter, area, surface area, and volume.

GEOMETRY

 Focuses on the two-and-three-dimensional figures (parallel and perpendicular lines, angles,

triangles, quadrilaterals, polygons, circles, and solid figures like cube and prism).

PATTERN AND ALGEBRA

 Studies patterns, relationships, and changes among shapes and quantities (continuous and repeating
patterns, number sentences and simple equations).

STATISTICS AND PROBABILITY

Focuses on skills in data collection, organization, and interpretation including making predictions about
outcomes (bar graphs, line graphs and pie graphs, simple experiment and experimental probability).

GOALS AND OBJECTIVES OF MATHEMATICS IN THE K-12 BEC FOR THE INTERMEDIATE GRADES

Goals and objectives of the Key stage 2 of the K-12 basic education program

Learning area standard

The learner demonstrates understanding appreciation of key concepts and principles of

mathematics as applied- using appropriate technology- in problem solving, critical thinking,
communicating, and reasoning, making connections, representations, and decisions in real life.

Keys stage standards

 At the end of grade 6, the learner demonstrates understanding and appreciation of the key
concept and skills involving numbers and number sense (whole numbers, number theory, fractions,
decimals, ratio and proportion, percent, and integers); measurement ( time speed, perimeter,
circumference and area of plane figures, volume and surface area of solid/space figures, temperature
and meter reading); geometry (parallel and perpendicular lines, angles, triangles, quadrilaterals,
polygons, circles, and solid figures); pattern and algebra (continuous and repeating patterns, number
sentences, sequences, and simple equation); statistics and probability (bar graphs, line graphs, and pie
graphs, simple experiment, and experimental probability) as applied- using appropriate technology- in
critical thinking, problem solving, reasoning, communicating, making connections, representations, and
decisions in real life.

GRADE LEVEL STANDARDS

Grade 4

The learner demonstrates understanding and appreciations of key concepts and skills involving
numbers and number sense (whole numbers up to 100 000, multiplication and division of whole
numbers, order of operations, factors and multiples, additions and subtraction of fractions, and basic
concepts of decimals including money); geometry (lines, angles, triangles, and quadrilaterals); patterns
and algebra (continuous and repeating patterns and number sentences); measurement (time, perimeter,
area and volume); and statistics and probability (tables, bar graphs, and simple experiments) as applied-
using appropriate technology- in critical thinking problem solving, reasoning, communicating, making
connections, representations, and decisions in real life.

Grade 5

The learner demonstrates understanding and appreciation of key concepts and skills involving
numbers and number sense (whole numbers up to 100 000, multiplication and division of whole
numbers, order of operations, factors and multiples, additions and subtraction of fractions, and basic
concepts of decimals including money, ratio and proportion, percent); geometry (polygons, circles, solid
figures); patterns and algebra (sequence and number sentences); measurement (time, circumference,
area, volume, and temperature); and statistics and probability (tables, line graphs and experimental
probability) as applied- using appropriate technology- in critical thinking, problem solving, reasoning,
communicating, making connections, representations, and decision in real life.

Grade 6

The learner demonstrate understanding and appreciation of key concepts and skills involving
numbers and number sense (divisibility, order of operations, fractions and decimals including money,
ratio and proportion, percent, integers); geometry (plane and solid figures); patterns and algebra
(sequence, expression, and equation; measurement (rate, speed, area, surface area, volume, and meter
reading); and statistics and probability (tables, pie graphs, and experimental and theoretical probability)
as applied- using appropriate technology- in critical thinking, problem solving, reasoning,
communicating, making connections, representations, and decisions in real life