Christine Ivy Joy G.

Aniano
BS Mathematics
Hist-T1 Final Paper
I. Introduction to the Field

Mathematics is the backbone of the sciences—all scientific fields require at least rudimentary
mathematical knowledge. As BS Mathematics students, we study the language of the
universe—math. We are taught that our field of study covers the intricacies of deeper thinking.
According to our curriculum, we are expected to showcase the following: demonstrate
knowledge of the core areas of mathematics; explain the role of proof and reasoning in
mathematics (write precise and rigorous mathematical proofs); demonstrate knowledge in
reading and communicating (both orally and written) mathematical proofs; apply abstraction,
logic, precision, and rigor to solve mathematical problems; and develop an enhanced perception
of the significance of mathematics as motivation for learning mathematics, the interrelationships
within math, and its connection to other disciplines.

In my major classes, it was emphasized that mathematics students must be able to

communicate effectively in both written and oral form in English and Filipino. Yet, students
struggle with the latter language. As once quoted by Galileo, “The laws of nature are written by
the hand of God in the language of mathematics." This highlights how math is a universal
language, but in a multilingual country like the Philippines, the medium of instruction
significantly affects the accessibility and understanding of mathematical concepts. Pressing
issues in this context are the use of the colonizer’s language, particularly English, as the
medium of math instruction and the marginalization of indigenous mathematics. This creates
barriers for Filipino students, especially those from rural and marginalized communities.

II. History of the Issue Mentioned

The Philippines' past as a Spanish and American colony is the root cause of the country's
difficulties with mathematics education. To preserve colonial authority, education during the
Spanish era was centered on religious instruction and administered by friars. The friars used rote
memorization of sacred texts as their sole teaching method to instill Roman Catholic beliefs,
values, and goals. Furthermore, only a small number of members of the favored classes had
access to mathematics education. Most people were unable to receive a formal education. It was
thought that Filipinos lacked mathematical aptitude. For example, in 1703, Fray Gaspar de San

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 Christine Ivy Joy G. Aniano
BS Mathematics
Hist-T1 Final Paper
Agustin wrote that. ..The Tagalogs are little, or "los tagalos son poco aritméticos." —Tagalogs
are little suited for mathematics (Manapat, 2011).
The Americans introduced a new education system in the Philippines. The arrival of the
Americans paved the way for the implementation of widespread formal education in the country.
Their soldiers, known as the Thomasites, introduced mathematics (algebra, trigonometry, and
geometry) to Filipinos with formal training and practical applications (Hornillos, 2021).
However, the goal of this system was to create a labor force that could serve the colonial
economy rather than foster critical thinking or higher-order thinking skills in the mathematical
sciences. The use of English as the language of instruction further alienated the Filipino students
as it disregarded local languages and cultural contexts. The learning materials were based on
American standards, creating a reliance on English as the main language for education
(Hornillos, 2021).

The legacy of these colonial systems continued to persist in the Philippines

post-independence. There is still a huge gap in the quality of education in rural and urban areas.
Furthermore, the use of English as the primary language of mathematics education heavily
disadvantages students who are not proficient in the language, not allowing them to fully engage
with mathematical concepts. The country’s historical reliance on the colonizer’s language
contributed to systemic inequities in mathematics education, particularly in regions where the
local languages are more dominant.

III. Institutional Solutions Proposed

The Philippine government has implemented several initiatives to address issues in

mathematics education. The K-12 program extended the basic education cycle by two years. This
reform aimed to align the Philippine curriculum with global standards, including the country’s
mathematics program. Additionally, to address language barriers, the government introduced the
Mother Tongue-Based Multilingual Education (MTB-MLE) policy in 2012. This policy
mandates the use of students’ first language as the medium of instruction from kindergarten to
Grade 3, with a gradual transition to English and Filipino in the later grades with the goal of
improving comprehension and learning outcomes by building foundational skills in a familiar
language (Gempeso & Mendez, 2021).

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 Christine Ivy Joy G. Aniano
BS Mathematics
Hist-T1 Final Paper
Local communities and children can connect with their regional identities when the mother
tongue is used as the medium of instruction until the third grade, according to a study by
Apolonio (2022). Gempeso and Mendez (2021), who claimed that the MTB-MLE curriculum
enhances students' language literacy and social awareness, support this claim as well. Students
should be able to familiarize themselves with their mother tongue as it is essential for them to
engage with society, thanks to the mother tongue-based curriculum (Chin, 2021). Additionally,
proficiency in the native tongue enables learners to establish a strong basis for their logical
reasoning. Thus, students can enhance their critical thinking abilities using the MTB-MLE
program (Rodriguez and Abocejo, 2018).
Additionally, programs that integrate mathematics and culture, such as the Pamana ka
program, have been introduced in our local education system to enhance mathematics education
for Indigenous People (IP) . Teachers of the Pamana Ka program come up with methods to teach
mathematical ideas that begin with recognizable objects for IP students. The number of cracks on
the ground are known values (constants), and the number of tubers beneath each crack is an
unknown variable. For instance, the Mangyan harvest cassava tubers by counting the number of
cracks on the ground surrounding the cassava plant. This practice serves as a starting point for a
discussion of variables and algebraic expressions.
The Pythagorean theorem—that Mangyan do not cross the river in a straight line—is
discussed by teachers using their understanding of river crossing. They begin at point A across
the river, wade, then follow the water at an angle until they reach point B (Alangui, 2017).

In short, this implementation of Mathematics is not just a bunch of abstract equations, but a
real part of the indigenous people’s daily lives. And since every lesson begins and ends with a
reiteration of their values, their understanding of their own culture is not only respected but
enhanced as well.

Notwithstanding the advantages of K–12 programs, Ednave et al. (2018) discovered that their
implementation came with several difficulties, including inadequate professional development
and preparation, an overwhelming academic load on students, and the failure to integrate lessons
into real-world situations. In addition to that, more work was required of the math teachers in the
Pamana Ka program, and their efforts included everything from contextualizing the math

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 Christine Ivy Joy G. Aniano
BS Mathematics
Hist-T1 Final Paper
problems to giving the lessons under discussion context. Some classes were not successfully
contextualized, and not all teachings were placed in their proper context. Teachers generally
acknowledged that creating cross-cultural or culturally sensitive math classes was challenging.
Lessons typically return to the localization of mathematical examples and problems (Apolonio,
2017).

IV. Solutions Proposed by Non-Governmental Organizations

Non-governmental organizations (NGOs) have played a vital role in addressing the gaps in
mathematics education. Organizations such as the Teach for the Philippines have implemented
programs to support underprivileged schools. These initiatives include providing resources,
teacher training, and community-based learning programs (Teach for the Philippines, 2023).

Organizations like Save the Children Philippines have advocated for the ongoing use of local
languages in the classroom in addition to English and Filipino. These programs seek to increase
mathematics' accessibility and relatability for students from a variety of linguistic backgrounds
by highlighting the significance of language in comprehending mathematical ideas.
Additionally, NGOs have worked with local communities to create culturally appropriate
educational resources that integrate mathematical ideas into real-world situations. This method
not only increases understanding but also aids in bridging the gap between formal education and
practical mathematical applications (Apolonio, 2017). Although these initiatives show promise,
they face challenges in the scalability of their implementation as they heavily rely on volunteers
and donations.

V. Conclusion

Deeply ingrained problems in the colonial history of the Philippines include the
marginalization of indigenous mathematics and the use of English, the language of the colonizer,
as the main language of instruction in mathematical education. Systemic issues still exist even
though government reforms like the Pamana Ka and the MTB-MLE strategy have tried to
remove these obstacles.
These include the sudden switch to English in higher grades, a lack of resources, and
inadequate preparation for teachers. Through community-based projects and lobbying, NGOs

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 Christine Ivy Joy G. Aniano
BS Mathematics
Hist-T1 Final Paper
have made important contributions; nevertheless, their influence is constrained by financial and
scale issues.
As a member of the youth sector and a student pursuing a bachelor's degree in
mathematics, I think we can contribute to solving these issues by promoting a more equitable and
cultural approach to mathematics. We can practice the usage of our own languages in the
classroom, and use examples that are relatable to our communities. However, I also believe that
we must not also start advocating not just band aid solutions, but also systemic reform by
promoting legislations to make education more accessible to the common Filipinos.

References

Alangui, W. V. (2017). Ethnomathematics and culturally relevant mathematics education in the

Philippines. In ICME-13 monographs (pp. 183–208).
https://doi.org/10.1007/978-3-319-59220-6_8

Apolonio, A.L. (2022). MOTHER TONGUE-BASED MULTILINGUAL EDUCATION

(MTB-MLE) IN THE PHILIPPINES: ITS IMPLICATIONS TO LANGUAGE
LEARNING. Erudio Journal of Educational Innovation.
https://doi.10.18551/erudio.9-1.1

Ednave, R. (2018, January 1). PROBLEMS AND CHALLENGES ENCOUNTERED IN THE

IMPLEMENTATION OF THE K TO 12 CURRICULUM: A SYNTHESIS.
https://www.academia.edu/39704530/PROBLEMS_AND_CHALLENGES_ENCOUNT
ERED_IN_THE_IMPLEMENTATION_OF_THE_K_TO_12_CURRICULUM_A_SYN
THESIS

Education. (n.d.). Save the Children Philippines.

https://www.savethechildren.org.ph/our-work/program/education/

Gempeso, H.D.P. & Mendez, J.D.S., (2021). Constructive alignment of Mother Tongue-Based
Multilingual Education (MTB MLE) language policy implementation to the practices of a
multilingual classroom, English Language Teaching Educational Journal, 4(2), 125-136

Hornillos, R. D. (2021, October 22). Timeline of History of Science Education in the

Philippines.pdf - Hornillos Rex D. BSE-Science 2A The Teaching of Science TIMELINE |

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 Christine Ivy Joy G. Aniano
BS Mathematics
Hist-T1 Final Paper
Course Hero.
https://www.coursehero.com/file/112530280/Hornillos-Rex-D-Timeline-of-History-of-Sc
ience-Education-in-The-Philippinespdf/

Manapat, R. (2011). Mathematical Ideas in Early Philippine Society. In R. Manapat, Philippine

Studies (Vol. 59, pp. 291-336). Quezon City, Metro Manila: Ateneo De Manilla
University.

Teach for the Philippines. (2023, November 12). Teach for the Philippines.
https://teachforthephilippines.com/