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    Learning Mathematics Kim

    Uploaded by

    Lim Torres
    The document summarizes the key aspects of mathematics education in the K to 12 system in the Philippines. It outlines the main goals of critical thinking and problem solving. It also discusses the underlying learning theories of behaviorism, cognitivism, and constructivism. The mathematics curriculum covers five main content areas - number, shape and space, measurement, data handling, and algebra - across various topics at the primary level. Skills like problem solving, collaboration, and real-life application are emphasized. Desirable values in learners include respect, integrity, sustainability, and equity. The document also discusses contextual factors for Filipino learners related to culture, development, and competencies.

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    Learning Mathematics Kim

    Uploaded by

    Lim Torres
    167 views6 pages
    The document summarizes the key aspects of mathematics education in the K to 12 system in the Philippines. It outlines the main goals of critical thinking and problem solving. It also discusses the underlying learning theories of behaviorism, cognitivism, and constructivism. The mathematics curriculum covers five main content areas - number, shape and space, measurement, data handling, and algebra - across various topics at the primary level. Skills like problem solving, collaboration, and real-life application are emphasized. Desirable values in learners include respect, integrity, sustainability, and equity. The document also discusses contextual factors for Filipino learners related to culture, development, and competencies.

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    The document summarizes the key aspects of mathematics education in the K to 12 system in the Philippines. It outlines the main goals of critical thinking and problem solving. It also discusses the underlying learning theories of behaviorism, cognitivism, and constructivism. The mathematics curriculum covers five main content areas - number, shape and space, measurement, data handling, and algebra - across various topics at the primary level. Skills like problem solving, collaboration, and real-life application are emphasized. Desirable values in learners include respect, integrity, sustainability, and equity. The document also discusses contextual factors for Filipino learners related to culture, development, and competencies.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    167 views6 pages

    Learning Mathematics Kim

    Uploaded by

    Lim Torres
    The document summarizes the key aspects of mathematics education in the K to 12 system in the Philippines. It outlines the main goals of critical thinking and problem solving. It also discusses the underlying learning theories of behaviorism, cognitivism, and constructivism. The mathematics curriculum covers five main content areas - number, shape and space, measurement, data handling, and algebra - across various topics at the primary level. Skills like problem solving, collaboration, and real-life application are emphasized. Desirable values in learners include respect, integrity, sustainability, and equity. The document also discusses contextual factors for Filipino learners related to culture, development, and competencies.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 6

    1. What are the two (2) main goals of the K to 12 mathematics education?

    In K to 12 mathematics education, the two main goals are: Critical Thinking and Problem Solving.

    Critical Thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing,
    synthesizing, and or evaluating information gathered from, or generated by observation, experience, reflection,
    reasoning, or communication, as a guide to belief and action. On the other hand, Mathematical problem solving is
    finding a way around a difficulty, around an obstacle, and finding a solution to a problem that is unknown.

    2. What are the underlying learning principles and theories in teaching mathematics?

    Learning the theories and teaching methods have been used in different educational system around the world. Teaching
    methods involve the use of learning theories and each theory has different outcomes in mathematics education. The
    three major learning theories namely; behaviorism, cognitivism, and constructivism.

    a) Behaviorism- new behaviors or changes in behaviors acquired through associations between stimuli and
    response.
    b) Cognitivism- learning occurs through internal processing of information.
    c) Constructivism- we construct our own knowledge of the world based on individual experiences.

    3. What are the contents of the mathematics curriculum?

    The curriculum covers five content areas at the primary level; Number, Shape and Space, Measurement, Data Handling
    and Algebra.

    CONTENT TOPICS
    AREA

    NUMBER  Whole numbers


     The nature of numbers
     Fractions, decimals, and percentages
     Calculating devices

    SHAPE AND SPACE  Lines


     Angles
     Directions
     Two-dimensional

     Money
     Length
    MEASUREMENT
     Time
     Weight
     Perimeter
     Area
     Volume
     Speed

    DATA HANDLING  Statistics ( e.g. pictograms, bar graphs, etc.)

    ALGEBRA  Algebraic symbols


     Equations

    4. What skills and processes are emphasized in the curriculum?

    Children learn through the processes of seeing, hearing, communicating and participating in the facets of
    mathematics while making calculated decisions and solving problems. They learn best through active participation and
    collaborating with others using play and real life experiences.

    5. What desirable values and attitudes must be developed to learners?

    The desirable values and attitudes must be developed to learners are as follows;

     Respect: Valuing self, others and environment with appropriate actions.


     Integrity: Acting with honestly, transparency and responsibility.
     Sustainability: Planning, acting and responding with an eye to the future.
     Equity: Positive action to ensure fairness of outcomes for each person.

    6. What are the different contexts of Filipino learners?

    A number of tasks of Filipino learners are shown within the context of Filipino culture and realities. Social and
    emotional components maybe studied through language, stories and everyday life situations of children. Studies
    comparing the developmental characteristics of children and the competencies of various learning areas in the K-12
    curriculum may also be investigated. The study explored attributes of Filipino learners from the lens of social and
    emotional development to provide up-to-date data on developmental tasks of Filipino children from kinder to Grade 10.
    Learners attributes and developmental characteristics are important in data in drawing program standards and learning
    area competencies in educational practices.
    In
    Partial Fulfillment
    Of
    SP. CONT. MATH 2
    (Teaching Math in the Intermediate Grades)

    Submitted to:
    Mrs. Helen P. Cabrera
    Submitted by:
    Kimberly T. Moso

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