GRACE MISSION COLLEGE

Catiningan, Socorro, Oriental Mindoro

e-Mail: [email protected]

LESSON 3 in Principles and Strategies in Teaching Mathematics

SECONDARY LEVEL MATHEMATICS CONTENT

LESSON OBJECTIVES:
At the end of the lesson, you are expected to:
1. Identify the Math strand used in a given example.
2. Illustrate the goals of Mathematics education in the Philippines in a drawing
3. Construct activities for each of the Math strand.

CONCEPTUALIZING CONCEPTS

Let’s start this lesson with a story about Teacher Daisy.

The Bulletin of Math Strands

Teacher Daisy was appointed by Professor Delos Santos to design a bulletin of the
different Math strands to be displayed at the beginning of classes for students to be recall
what they have learned or what they were not able to learn. Teacher Daisy illustrated some
pictures of each of the strand. Can you help the students to recall what they learned?

Direction: In each figure or illustration, identify what Math strand (number sense, geometry,
algebra, patterns, statistics, probability, etc.) does each figure belong. Write the strand on the
space provided.

Compare the two given numbers using the

appropriate relation symbol.

The strand is _________________________. The strand is _________________________,

The strand is _________________________. The strand is ________________________.

The strand is _________________________. The strand is _________________________.

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 FIRMING UP CONCEPTS
Well done! Let us validate your prior knowledge. Read what Teacher Daisy told to
Professor Delos Santos when she was about the information she put in the display bulletin
board.
What mathematical content and processes should students know and be able to use as they
progress through school? The first lesson presented an outline of the focus of school
mathematics. High but attainable curriculum standards are required to produce a society
that has both the capability to think and reason mathematically and a useful base of
mathematical knowledge and skills needed in any walk of life.

MATHEMATICAL EMPOWERMENT: CRITICAL AND ANALYTICAL THINKING AS THE GOAL OF

PHILIPPINE MATHEMATICS EDUCATION

The goal of mathematics education is to develop a mathematically empowered

citizenry. For Filipino students, the goal of Mathematical Empowerment focuses on developing
critical and analytical thinking skills among all Filipino students. Critical and analytical thinking
encompass the following skills as well: Problem Solving, Communicating Mathematically,
Reasoning and Making Mathematical Connections. The vision is to achieve the focus goal
through the teaching of a solid mathematical content, the development of strong cognitive
skills and the promotion of desirable cognitive values to all Filipino students no matter their
background or circumstance.

1. PROBLEM SOLVING
A person who thinks critically and analytically is often successful in problem solving.
Desirable problem solving skills include the ability to:
a) Recognize that a problem exists;
b) Identify or define the problem;
c) Propose ways to solve the problem;
d) Act on the proposed solutions; and
e) Determine that the problem is solved.

2. COMMUNICATING MATHEMATICALLY
A person who thinks critically and analytically should be able to communicate
mathematical ideas using the precise language of mathematics. This includes the ability to
use the special vocabulary and symbols of mathematics, represent and describe
mathematical ideas and synthesize concepts and ideas using mathematical structures and
relationships.

3. REASONING
A person who thinks critically and analytically is able to make reasonable and logical
statements. This includes the ability to use both deductive and inductive reasoning skills in
order to make meaningful statements, justify steps in mathematical procedures and analyze
arguments to determine whether conclusions are valid or not.

4. MAKING MATHEMATICAL CONNECTIONS

A person who thinks critically and analytically is able to extend his/her thinking in order to
connect mathematical ideas to other areas of study or aspects of life. This includes the ability
to use a variety of representations – graphical, numerical, algebraic, verbal and physical – of
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mathematical ideas and apply concepts and procedures of mathematics to other disciplines
or areas of study and aspects of life.

MATHEMATICAL CONTENT
The Philippine mathematics education program at the elementary and secondary
levels aims to teach the most fundamental and useful contents and mathematics and
organizes these into the following strands:
1. Numbers and Number Sense. The general objectives of this strand include enabling
students to:
a) Read, write and understand the meaning order and relationship among numbers
and number systems;
b) Understand the meaning, use and relationships between operations on numbers;
c) Choose and use different strategies to compute and estimate.

The strand focuses on students’ understanding of numbers (counting numbers, whole

numbers, integers, fractions, decimals, real numbers, and complex numbers), properties,
operations, estimation and their applications to real – world situations. The learning activities
must address students’ understanding of relative size, equivalent forms of numbers and the
use of numbers to represent attributes of real-world objects and quantities.
Students are expected to have mastery of the operations of whole numbers,
demonstrate understanding of concepts and perform skills on decimals, fractions, ration and
proportion, percent and integers. Students are expected to demonstrate an understanding
of numerical relationships expressed in rations, proportions, and percentages. They are also
expected to understand properties of numbers and operations, generalize from numerical
patterns and verify results. Students are expected to perform basic algorithms and use
technology appropriately.

2. Measurement. The measurement strand in Basic Education should enable students

to:
a) Know and understand basic attributes of objects and the different systems
used to measure these attributes;
b) Understand use and interpret readings from different instruments and
measuring devices;
c) Choose and use different strategies to compute, estimate and predict effects
on measures.
This strand focuses on using numbers and measures to describe, understand and
compare mathematical and concrete objects. Students learn to spot traits, select apt units
and tools, apply measurement concepts and explain measurement – related ideas.
Students are expected to use the measurement attributes of length, mass/weight,
capacity, time, money and temperature. Students should demonstrate their ability to extend
basic concepts in applications involving perimeter, area, surface area, volume, and angle
measure. Students should be able to use measuring instruments and use technology for
calculations with imprecise measurements.

3. Geometry. Geometry in Basic Education should enable students to:

a) Explore the characteristics and properties of two and three dimensional
geometric shapes and formulate significant geometric relationships;
b) Use coordinate geometry to specify locations and describe spatial situations;
c) Use transformations and symmetry to analyze mathematical situations;

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 d) Use spatial visualization, reasoning and geometric modelling to solve routine
and nonroutine problems;
e) Use geometric proofs to develop higher – order thinking skills (HOTS)
This content strand addresses the goal of developing reasoning skills in formal and
informal settings. The extension of proportional thinking to similar figures and indirect
measurement is an important aspect of this strand.
Students are expected to model properties of shapes and use mathematical
communication skills to draw figures given its description. Students are expected to
understand properties of geometric figures and apply reasoning skills to make and validate
conjectures about transformations and combinations of shapes. They are also expected to
demonstrate various geometric and algebraic connections.

4. Patterns, Functions and Algebra. This strand extends from simple patterns to basic
algebra concepts at the elementary level to functions at the secondary level.
Patterns, Functions and Algebra should enable students to:
a) Recognize and describe patterns, relationships, changes among shapes and
quantities.
b) Use algebraic symbols to represent and analyze mathematical situations.
c) Represent and understand quantitative relationships using mathematical
models.
Students are expected to use algebraic notation and thinking in relevant contexts to
solve mathematical and real – world problems. Students are expected to use algebraic
notation and thinking in relevant contexts to solve mathematical are real – world problems.
Students are required to translate mathematical representations and use equations. They
should be able to solve equations and inequalities through various methods. They should be
able to use basic concepts of functions to describe relationships.

5. Data, Analysis and Probability. Data, analysis and probability in Basic Education
should enable students to:
a) Analyze gathered data using some statistical analysis tools; and
b) Infer indication of the data gathered.
Statistics and statistical concepts extend basic skills to include analyzing and interpreting
increasingly complex data. Dealing with uncertainly and making predictions and outcomes
require understanding of not only the meaning of basic probability concepts but also the
application of those concepts in problem solving and decision – making situations. Students
are expected to apply their understanding of number and quantity in solving problems
involving data and to use data analysis to broaden their number sense. They are expected
to be familiar with various graphs. They should be able to make predictions from data and be
able to explain their reasoning.

COGNITIVE DEMANDS
Higher expectation are necessary, but not sufficient to accomplish the goals of
Philippine 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.

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 1. Visualizing. This means using one’s creativity and imagination to create images,
pictures and other means to represent and understand mathematical concepts.
2. Knowing. This means understanding concepts, memorizing and recalling facts and
procedures.
3. Computing. This is the ability to estimate, compute, calculate, use correct algorithms
and determine the final results.
4. Solving. To solve means to understand the problem to be solved, to make a plan on
how to solve the problem, to act on the plan and to evaluate the results of the
solution. This includes creating new procedures and multiple strategies to be able to
solve problems.
5. Applying. This refers to the ability to recognize situations that call for the use of
mathematics concepts and procedures and the ability to use these concepts and
procedures judiciously.
6. Proving. This is the ability to verify statements, justify steps taken, produce proofs of
important theories, hypothesize and generalize. This includes making conjectures
and finding ways to support or prove these conjectures. Reasoning and proving go
together – proving enhances one’s reasoning skills and conversely, reasoning skills
are needed to prove a result.

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:
1. Objectivity. This stands for developing precision and accuracy, as well as being able
to relate mathematics to one’s personal aspirations. As learners recognize and
adhere to the structure of mathematics, they are able to develop self – discipline
and, in turn, are able to evaluate the mathematical thinking and strategies of others
fairly.
2. Flexibility and Creativity. Although mathematics has structure, a fixed set of norms,
rules and patterns to follow, there are many ways of applying and combining these
rules while doing mathematics. Flexibility and creativity includes being able to solve
problems in various ways, in the quest to find the most efficient solution. Further, this
value allows learners to see topics from a particular branch of mathematics as being
connected to other branches of mathematics and non – mathematical fields as well.
3. Utility. This involves recognizing the practicality and usefulness of mathematics in
making sense of the world and appreciating its many real – life applications.
4. Cultural – rootedness. This is appreciating the cultural value of mathematics and its
origins in many cultures, its rich history and how it has grown and continues to evolve.
This includes the ability of students to recognize that they are, as learners of
mathematics, can contribute to our nation’s funds of knowledge.
5. Introspection. Self-reflection or metacognition is being able to “think about one’s
thinking” which includes the ability to justify and verify the accuracy of one’s work.
An introspective learner is one who is able to explain one’s mathematical thinking,
solutions and reasoning verbally and in writing.
6. Productive Disposition. Having positive attitudes and beliefs towards mathematics is
recognizing mathematics as a sensible and worthwhile endeavor (NRC, 2011). This
includes the ability to look beyond the challenge that mathematics poses and view
it as being fun and interesting. Further, having a productive disposition towards math
allows one to believe that one’s efforts in mathematics do pay of – mathematics can
be learned and students are capable of learning it.
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DEEPENING CONCEPTS

Professor Delos Santos is also teaching Mathematics in the Graduate School. The
first topic was on the goals of Mathematics education in the Philippines and the
mathematics content of the K+12 curriculum. You are one of the students under the
professor’s subject. The class is tasked to do two activities: one is an illustration and the
other one is construction of activities. How will you answer the activity? The instructions
are written below.

ACTIVITY NO. 3
Illustrating the Goal of Mathematics Education in the Philippines

A. Direction: Draw an illustration of the goal of Mathematics education in the Philippines.

This should bear the critical and analytical skills, mathematics content, cognitive
demands and the cognitive values. Place your illustration on the space provided
below.

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B. Direction: Construct concrete math problem samples which illustrate each of the
cognitive demands. Write your samples on the space provided below.

Visualization Knowing Computing

Solving Applying Proving

Rubric:

Criteria 5 4 3 2 1
The illustration of Mathematics framework is complete
and clear.
The samples illustrating the cognitive demands of Math
framework are appropriate.
The outputs are original and authentic.