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Instrumentation in Math

Mathematics is stated to be "learning terms and practicing procedure" but will it suit the Philippine setting? there is no consensus on teaching mathematics, and perhaps in the best of all possible worlds, there need not be one. The danger is that the individual user cannot or will not read the document critically, the danger is greatest with regard to teaching methods.

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chadlow
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5K views2 pages

Instrumentation in Math

Mathematics is stated to be "learning terms and practicing procedure" but will it suit the Philippine setting? there is no consensus on teaching mathematics, and perhaps in the best of all possible worlds, there need not be one. The danger is that the individual user cannot or will not read the document critically, the danger is greatest with regard to teaching methods.

Uploaded by

chadlow
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
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Chad Lowe V. Villarroya Math Ed.

7 Instrumentation in Math
BSEd- Math III

Insights on NCTMs Principle and Standards of Mathematics

Sus! Ano na naman yan! May bago na naman! A common reaction of a teacher
when told to try a new strategy of teaching just a few days before the class.
So how could a bunch of mathematics teacher get all his passenger on the boat
and steer the ocean liner of our Philippine Education away from gigantic icebergs? Since
the strategy given seems a mile wide and an inch deep though it covers a lot it is given
to the students superficially. So how will the quality of Mathematics education rise if
this is the situation?
Mathematics is stated to be learning terms and practicing procedure Stigler and
Heibert. The idea is very promising, but will it suit the Philippine setting? I think if it will
be done here, it must be given to its fullest extent and even more so that we can uplift the
degrading system of education, especially in Mathematics.
On the other hand, who can not argue with the suggestions for the teaching of the subject
matter and the tentative indications of mathematics education research included in PSSM
(Principles and Standards for School Mathematics) to bolster those suggestions? And that
argument is precisely the point. There is no consensus on teaching mathematics, and
perhaps in the best of all possible worlds, there need not be one. In any case, each
individual teacher and user of PSSM will have to critique, accept, reject, incorporate, and
adapt what is put forth in the document as it pertains to how teachers do their jobs. So if
there is a danger related to PSSM, it does not seem to me to be a danger in the document
itself. The danger is that the individual user, for whatever reason, cannot or will not read
the document critically; the danger is greatest with regard to teaching methods. A teacher
can read it and check off mathematical topics, but cannot read it and check off
teaching methods, even though I firmly believe that there are many teachers and
mathematics supervisors around the country who will do just that.
These PSSM are made to guide teachers what to teach. The said principles are
there to help reform some glitches on our educational system, It serves as an aid for
teachers to give emphasis on the major ideas needed to be taught.
As a conclusion, I can say that if we were to adapt these Principles and Standards
teachers must really fully understand and fully grasp the idea of the WHAT and HOW to
teach.

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