Structure of the Learning Area

Big Ideas Charles (2005) defines a big idea as “a statement of an idea that is central to
the learning of mathematics, one that links numerous mathematical understandings into
a coherent whole” (p. 10).

The notion of Big Ideas lays the foundation for defining the context of the curriculum in
terms of its mathematics content. The formulation of these Big Ideas illustrates the
connections across the various mathematical concepts in the different stages of the
learning process.

These Big Ideas are present in curriculum content domains and across the curriculum
stages. They are interconnected and support and reinforce the integration of key
concepts, while supporting and reinforcing each other. With the notion of Big Ideas,
“mathematics is no longer seen as a set of disconnected concepts, skills, and facts.
Rather, mathematics becomes a coherent set of ideas” (p. 10).

The revised curriculum identifies twelve Big Ideas:

1. Numbers – Real numbers can be paired one-to-one with the points on the number
line, and so can quantify and describe a mathematical or real-world object and its
attributes.
2. Measures – Some attributes of a mathematical or real-world object can be
quantified by using measures, so that they can be studied further.
3. Shapes, Space, and Graphs – Mathematical objects such as geometric figures,
solids, equations, inequalities, relations, and data can be visualized using shapes
and graphs and in space. and falsity of a mathematical statement, computational
and/or verbal procedure, and problem-solving process.
4. Patterns, Relations, and Functions – Mathematical rule, graph, or table can be used
to assign object(s) from one set to object(s) from another set to show specific
relations between the two sets.
5. Data – Data can be collected and processed to obtain meaningful information.
6. Chance – The number 0 and 1 (inclusive) can be used to quantify and describe the
chances for an event to occur.
7. Representations and Communications – Mathematical objects, properties,
operations, and quantities (known or unknown) can be translated, represented,
and communicated concretely or visually in a precise manner by using numbers,
symbols, notations, variables, expressions, equations, geometric figures,
flowcharts, tables, and graphs.
8. Relationships – The relationships that exists between mathematical concepts (e.g.
objects, statements) can be used to generate more properties about them and to
connect them to other concept in mathematics.
9. Operations and Transformations – Meaningful operations or transformations can be
performed on a collection of mathematical objects or statements to obtain another
mathematical object or statement that models a situation.
10. Properties and Applications – A mathematical object has properties that
define the object or describe its attributes, and these properties and their logical
consequences can be applied to mathematical and real-world problems.
11. Equivalence – Mathematical objects or statements can be represented or
stated in different ways that have the same value, form, or logical meaning.
12. Reasoning and Proof – Mathematical reasoning and proofs establish and
communicate the truth and falsity of a mathematical statement, computational
and/or verbal procedure, and problem-solving process.

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Through these Big Ideas, concepts and their competencies that are essential in the
succeeding levels of the curriculum and that prepare the learners for higher-level
mathematics are selected. A concept or a skill is “essential” if it is indispensable in
building concepts and skills to equip learners for subsequent grade levels and, at the
same time, for lifelong learning.

Developmental Sequence of Concepts

“Any subject can be taught in some intellectually honest form to any child at any
stage of development (Bruner, 1977, p.33).” Even the most complex mathematical
concept can be learned at a young age if it is properly structured, suitably scaffolded,
and progressively revisited over a span of time, gaining mastery and rigor along the
way.

Harden and Stamper (1999) present the following features of a curriculum that
incorporates a developmental sequence of concepts:

• topics are revisited;

• there are increasing levels of difficulty;

• new learning is related to previous learning;

• the competence of students increases as learning progresses (p. 141).

Developmental sequence of concepts is proposed in the structuring of the curriculum.

Through this, mathematical knowledge and skills increase in depth and breadth as the
grade level increases. Mathematical concepts are revisited in higher grade levels
leading to increased complexity, increased conceptual understanding, and enhanced
problem-solving skills.

Vertical and Horizontal Articulation Vertical and horizontal articulation are used with
the aim of ensuring that standards and competencies are logically sequenced within
the mathematics curriculum and across learning areas.

Vertical articulation is concerned with the development of mathematical

knowledge, skills, and understanding across the grades in the curriculum. Key Stage
1 centers on foundational competencies in the three content domains. These
competencies gradually progress to Key Stages 2 and 3, with an emphasis on
analysis, reasoning, and communicating mathematically to confidently solve
mathematical problems. Emphasizing the key concepts identified, the Big Ideas
reinforce the learning to achieve mathematical proficiency. Learners are equipped
with skills and processes to carry out mathematical procedures and to solve problems.
They are then able to communicate their reasoning and successfully complete tasks
of higher cognitive demand.

Horizontal Articulation

Horizontal articulation is concerned with the role of mathematics across the

curriculum. For instance, the concepts and skills in Key Stage 1 are indispensable in
the development of foundational skills in other learning areas. Predominantly falling
under languages learning areas, foundational skills in reading and writing are
requisite to a fuller understanding of mathematical concepts and skills, including in
reading and writing numbers expressed using numerals and in words, determining
place value, and counting.
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Meanwhile, concepts and skills in Mathematics are articulated vis-à-vis those in other
learning areas. For example, describing the motion of an object in terms of distance,
velocity, and acceleration in Science requires knowledge of formulating equations and
finding solutions. Mensuration and calculation are core competencies in Edukasyon
Pantahanan at Pangkabuhayan (EPP)/Technology Livelihood Education (TLE).

It is also clear that skills in data management and analysis are required by learners,
especially for dealing with big data. Knowledge and skills in Number and in the use of
money are fundamentally important in daily-life activities, including in budgeting,
spending, saving, and earning, which are key to the development of strong financial
literacy. Proficiency in Mathematics arguably facilitates better understanding in other
learning areas, where it is used as a tool for learning the concepts and skills in those
learning areas.

Development of 21st Century Skills

The knowledge, skills, attitudes, and competencies that learners need to develop so
that they can prepare for and succeed in work and life in the 21st century are referred
to as “21st century skills.” Through the facilitating facets and supporting components,
the mathematics curriculum promotes and develops information, media and
technology skills; learning and innovation skills; communication skills; and life and
career skills (DepEd Order 21 S. 2019, p. 6).

To support learners in meeting the challenges of the 21st century, it is important to

nurture their abilities to create innovative solutions to real-world problems. This gives
further emphasis to the main curriculum goal.

Through the various mathematical tasks that they undertake, learners are engaged in
cognitive processes to understand and solve problems using a variety of approaches,
such as modelling, data analysis, and logical reasoning. Such approaches to solving
problems encourage learners to pursue other Learning and Innovation Skills such as
creativity, critical thinking, and reflective thinking. Presented with non-routine
problems, learners can identify new connections between concepts and ideas,
examine them from various perspectives, consider alternative ideas or solutions, and
demonstrate willingness to try other methods or strategies in spite of previous
unsuccessful attempts.

In developing skills in Information, Media and Technology, learners closely examine,

interpret, and communicate understanding of various objects, shapes, symbols, and
text types to stimulate and nurture visual literacy. By considering different objects,
shapes and symbols, learners are able to bring their understanding of number,
geometry, or data management to the interpretation of data sets presented in tables
and graphs, and to the creation of engaging presentations and infographics.

The development of communication skills is critical for learners to be able to express

their ideas, explain their solutions, and justify their reasoning in oral and/or written
form. Learning tasks that involve activities that require teamwork and collaboration
are also avenues for the development of interpersonal skills, intrapersonal skills,
interactive communication, and non-verbal communication.

Life and career skills are evidenced in the curriculum through tasks that require skills
for informed decision-making and collaboration that foster adaptive leadership. Self-
discipline, resilience, and adversity management may be manifested through
learners’ perseverance in solving mathematical problems by using different
approaches or strategies.

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Social Issues and Government Priorities

The learning competencies and performance standards of the curriculum are relevant
in the address of some societal issues. The curriculum equips learners with the
mathematical concepts and skills that may be relevant to social justice, cultural
diversity, sustainable development, and disaster risk reduction and management.
Mathematical modelling, for example, could be utilized to address simple problems
related to sustainable development and disaster risk reduction and management.

STEM Science, Technology, Engineering, and Mathematics

(STEM) is a government priority and is significant in the development of problem

solvers and innovative thinkers. As depicted in the STEM Framework, this is achieved
through three learning areas in the K to 12 curriculum – Science, Mathematics, and
Technology and Livelihood Education (TLE), which may collectively employ the
Engineering Design Process (EDP) to attain curriculum goals. Though distinct and
taught separately, these three learning areas are interrelated, and each contributes
knowledge and skills for the solution of real-world problems.

Utilizing the EDP in the instruction allows learners to repeat steps as many times as
needed to make improvements, learn from unsuccessful attempts, and discover
different or novel design possibilities to arrive at optimal solutions. In the curriculum,
EDP is exhibited through problem solving and investigative approaches where
learners apply their mathematical, scientific, and technological understanding to
formulate, conjecture, reason, create and evaluate a solution to a real-world problem.

Financial Literacy

Financial literacy is “the ability to use knowledge and skills to manage one’s financial
resources effectively for lifetime financial security” (Mandell, 2009). The Financial
Education Policy (DO 22, s. 2021) targets the financial literacy and capability of
learners. The policy reiterates the need to integrate financial concepts across learning
areas at different levels. In Mathematics, learners focus on concepts relating to the
identification and value of money and use these concepts to solve specific problems
on investment, saving, budgeting, and spending.

Pedagogy, Assessment and Resources

The achievement of the Mathematics curriculum goals requires explicit guidance on

instruction, on the role of assessment, on the use of resources for teaching and
learning, and on the use of student context.

Pedagogy

In broader terms, there are two types of knowledge at play in a mathematics

classroom: the mathematical knowledge that the learners have gained from their

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everyday experiences and the mathematical knowledge articulated in the curriculum.
Relating learners’ informal knowledge of mathematical concepts and facilitating
learners’ internalization of school mathematics are major tasks of teaching. It
necessitates teaching strategies that bring into the fore what learners already know,
such as using in tasks situations that are familiar to the learners to draw out the
mathematics that they already know in this context. For achieving the Mathematics
curriculum goal, a variety of pedagogical approaches can be used. Strategies that can
be adopted include: guided discovery learning, inquiry-based learning, reflective
learning, experiential learning, and the concreterepresentational-abstract (CRA)
instructional approach, among others. In addition, pedagogical approaches that
include guided or direct instruction coupled with opportunities for learners’ inquiry in
generating their own solutions, collaborative learning with peers, and independent
learning, may also be employed. Mastery learning is also emphasized to ensure that
learners reach a certain level of proficiency to be able to engage in a new learning
task successfully.

The curriculum views the attainment of its goals with all learners in mind. Through its
standards and competencies, the curriculum acknowledges the different needs of
learners, fosters their engagement with learning, and promotes the use of appropriate
language and technologies to make learning accessible. The curriculum is informed by
reviews that have identified the different levels of performance of Filipino learners. At
the same time, diversity, equity, and inclusion need to be continually considered
throughout the teaching and learning of Mathematics

Assessment

As a vital aspect of curriculum implementation in Mathematics, assessment plays a

key role in shaping learners’ thinking about their mathematical potential, moving
away from performance and towards an emphasis on growth and learning (Boaler,
Dance & Woodbury, 2018). Regardless of whether assessment is formal or informal,
assessment tools should be varied in order to understand the different dimensions of
students’ learning (SEI-DOST, 2011). While examinations and quizzes have a place in
measuring skills learned, and knowledge development and acquisition, many aspects
of mathematical learning could be effectively measured by other means such as
interview tasks, analysis of student work samples, presentations by learners, and
questioning by teachers. Formative and summative assessment tasks that are
appropriate to the grade level and relevant conceptual understanding and skills,
should be developed in conjunction with other learning areas. For example,
developing a healthy menu plan for a week may be primarily in Health or Science,
may include Mathematics on the computation of a budget for the daily meal, English
for the written presentation of the menu, and Arts for the visual presentation of the
menu. Together with data from international assessments, results from classroom
assessments need to be analyzed and used to improve planning for further instruction
and learning. Formative and summative assessments provide opportunities for
learners to demonstrate higher-order mathematical thinking, justify their solutions,
communicate their understanding, and express their ideas well in written and/or oral
form. For instance, portfolios of learner’s mathematical work on meaningful tasks
(e.g., drawing interconnections of mathematical concepts across various disciplines),
as well as reports, including mathematical investigations, may be employed. As
envisioned for the revised curriculum, the continuous interaction of teaching and
learning may be realized through assessment tasks that are information driven and
are seamlessly designed to communicate the goals of successful learning.

Resources
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Appropriate resources are fundamental to supporting the delivery of a quality
curriculum. Such resources are developed and disseminated to schools for the various
learning areas and grades.

Teaching and learning have been assisted and made more inclusive through the use
of technology. From calculating devices, instructional manipulatives and software
applications, to assistive and adaptive devices, the curriculum strongly recommends
the use of these available technologies to facilitate the teaching and learning of
concepts and skills, and to enhance problem solving. In particular, the curriculum
presupposes the use of instructional manipulatives and software applications in Key
Stages 1, 2 and 3, calculating devices as additional technological support in Key Stage
3, and assistive and adaptive devices for learners with special needs. The TIMSS 2019
results show that “there is a modest positive association between home educational
resources and average mathematics achievement at the country level” (Mullis et al.,
2020, p. 285). Relevant to the level of these home resources are the availability of
Internet connection, books, and one’s own room, as well as parents’ level of
education. The learners’ home environment, together with the availability of
technological resources, plays a significant role in supporting the implementation of
the curriculum.

The Role of Language

Mathematics has its own specialized terminology to name objects such as numbers,
polygons and functions; its own specialized symbolic and representational system;
and its own rules for working with these objects. Foundational understanding of
mathematics is contingent on the learner’s ability to communicate in the language of
mathematics. The use of particular mathematical terms and representations
demonstrates how a learner’s thinking processes evolve. For example, at an early
stage of learning, a learner may describe a square as “a shape with four equal sides,”
then at a middle stage, “a rectangle with four equal sides,” and, at a later stage, “a
quadrilateral with four equal angles and four equal sides.” For mathematical terms in
a multi-lingual classrooms, it is recommended that the English terms be adopted.
Furthermore, the learner’s language can be used as a tool in learning and
understanding mathematics across all levels.

Key Stage 2 Curriculum Key Stage 2 (KS 2) of the Mathematics curriculum

focuses on Grades 4 to 6 learners. At this stage, the curriculum extends numbers,
algebra, measures, geometry, data and probability. The coverage includes more
complex properties, operations, and problems in different contexts that demand
efficient written and mental methods of calculation.

The learning standards of the KS 2 Mathematics curriculum aim to ensure that

learners:

● use efficient mental and written mathematical concepts, operations, procedures,

relationships, and tools to solve routine and non-routine real-world problems.

● reason and communicate using precise mathematical language to discuss ideas,

investigate problems, and justify solutions.

● exhibit willingness and confidence to explore alternative solutions, and to take risks
necessary to solve real-world problems.

● acquire problem-solving and critical thinking skills through real, situated, or purely
mathematical problems; and

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● enhance appreciation, curiosity, interest, creativity, and other desirable values,
attitudes and dispositions in mathematics.

Key Stage 2 Standards

At the end of Grade 6, the learner demonstrates knowledge, skills, and understanding
in relation to the curriculum content domain Number and Algebra (the four operations
with decimals; the four operations with different combinations of fractions, whole
numbers, and mixed numbers; ratio and proportion; percentages, and their
relationships with fractions and decimals; exponential form, including calculation
using the GEMDAS rules; greatest common factors, least common multiples);
Measurement and Geometry (right, acute, and obtuse; tessellation of shapes;
resulting figure after translation, reflection and rotation; units of volume and capacity;
volume of cubes and rectangular prisms; properties of triangles and quadrilaterals;
perimeter and area of triangles, parallelograms, trapezoids; parts of a circle, including
circumference; area of a circle; composite figures composed of any two or more of:
triangle, square, rectangle, circle, semi-circle; prisms and pyramids; surface area of
solid figures; symmetric figures and designs; 12- and 24hour time, and world time
zones); Data and Probability (presentation and interpretation of data in tabular form
and in a single line graph; double bar graphs and double line graphs; theoretical
probability; pie graphs). This knowledge, skills and understanding is applied, with the
use of technology, to the processes within Mathematics of critical thinking, problem
solving, communicating, reasoning, and making connections between topic areas.
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