ATAMATh REVISED

(ATAMATh): Advancing Towards Active Mathematical comprehension, Abilities, and
Thinking
INTRODUCTION:
Mathematics proficiency is the students’ capacity to define, utilize, and decipher
mathematics in various settings. It incorporates thinking scientifically and using
mathematical concepts, methods, truths and instruments to portray, clarify and foresee
phenomena – numerous school enhancement plans centered on a current guideline on the
methodology of the educational programs. However, bringing all students to a higher
accomplishments level is more complicated than that, which includes setting up the proper
culture to support the students’ minds and improved the inclusion and advancement of
schools, mainly in the time of the pandemic.
According to Sintema, 2020, on her study reveals that the worldwide crisis of the
Covid-19 pandemic has spread globally, making a vast difference in almost all countries and
territories. Lockdowns and stay-at-home are plans of action which were put in place as the
need arises. During the Covid-19 outbreak, the closure of academic ventures left
unprecedented impacts on education (teaching-process). Teachers are urged to use online
learning platforms during the lockdown, citing the need to adopt new technologies to
maintain the teaching and learning process. Students struggled to adopt to the latest teaching
method especially in mathematics. This is due to the complicated nature of the subject.
Students need to have guidance by their teachers when dealing with mathematical concepts
and skills in order for them to master it.
According also to findings from a worldwide exam that show no appreciable gain or
loss since 2000, Camera (2019) noted in his paper that countries in Southeast Asia including
the Philippines appeared that students performed slightly above average in reading and
science and slightly below average in mathematics.
The fact that Filipino students performed worse in arithmetic than students from 30
other nations worries scholars the most. Particularly in mathematical understanding, thinking
and comprehension, the performance gap between top-performing and lower-performing
children is growing.
PISA, or the Programmed for International Student Assessment, is a triennial
international test that evaluates the arithmetic, reading, and science knowledge of 15-year-old
children. The exam was created by the OECD. a group of 37 largely developed nations that
make up an intergovernmental organization. In 2018, over 600,000 students in public and
private schools across 79 countries took the PISA exam.
The outcomes substantially confirm the top-line findings of the most recent National
Assessment of Educational Progress (NAEP), popularly known as the Nation's Report Card,
which revealed that mathematics including mathematical skills, understanding,
comprehension and thinking is at very low percentage.
Further, as a result of worldwide lockdown, students suffers from learning losses.
Their mathematical understanding, comprehension and skills are at the lowest. Their grade
levels didn’t match to their level of understanding and comprehension as well as skills when
dealing with different mathematical problem that involves fundamental and basic operations.
That is why to address this learning losses, Project ATAMATh which stands for Advancing
Towards Active Mathematical comprehension, Abilities and Thinking were created.
This is a project innovation that will center to the enhancement of student’s
comprehension, understanding and skills in mathematics. This project consists of different set
of activities and programs that could help improve and develop students mathematical
understanding, skills and abilities. Collaboration among Mathematics teachers from Grade 7
to Grade 10 will be evident since this project will used different assessment test and exercise
that will help students master their skills, develop their comprehension level, and enhanced
and match their understanding with their current level.
This project will focus on the students of Tabawan Integrated School from Grade 7 to
Grade 10, since according to the data obtained from the Division Office of Calbayog City in
their numeracy program, it is evident that students got a lower percentage score in their
comprehension, mathematical skills, and abilities as well as understanding levels. It didn’t
match for their current grade levels. Further, the study reveals that Grade 9 students scored
lower in their comprehension level in terms of analysing ideas, methodology, observing
examples and using guide questions. The study further shows that in problem-solving skills,
the student’s scored lower in identifying the problem, derivation of variables in the problem,
choosing the correct formula to solve the problem, performing the operations to arrive the
solution, and evaluating the final answer to the solution. The cost will not be as higher as
other projects since it will only be utilized and used different mathematical test and
assessment that will measure the extent of their mathematical abilities, comprehension and
understanding.
OBJECTIVES:
A. General Objectives:
Project ATAMATh (Advancing Towards Active Mathematical comprehension,
Abilities and Thinking) are expected to:
a. Help students to improve their mathematical understanding,
comprehension, and skills;
b. Decrease the number of students that are non-numerates;
c. Address issues in relation to learning losses.
B. Specific Objectives:
With the general goals at hand, the following specific objectives are expected:
a. Improved students’ knowledge and grades in mathematics;
b. Help students to love and appreciate mathematics as a subject;
c. Enhanced students’ skills in solving and dealing word problems that
require fundamental/basic to complicated mathematical operations.
d. Align students’ knowledge and understanding in mathematics with their
current levels.
C. Project Breakdown and Task Time Estimates
I. Pre-implementation Stage:
Activity Time In-Charge Deliverables
Frame
Conference 1 week Project
meeting that proponent,
involves Principal and
Planning. Math Teachers.
Creation of 2 weeks – 1 Project
different month proponent,
modules, hand- Principal and
outs, Math Teachers.
workbooks,
activity sheets,
and workshops
matrix to be
followed by the
project.
Launching of 1 day Project
the Project to proponent,
the Student, Principal and
Parents and Math Teachers.
other
concerned.
II. Implementation Stage:

Frame
Diagnostic Test in 2 Days Math
comprehension teachers
levels
Diagnostic Test in 2 days Math
Problem-solving Teachers
skills
Conduct of 1 month Math
tutoring sessions Teachers
to students on
their
comprehension
levels
Assessment test 1 week Math
on the Teachers
comprehension
level of the
students
Conduct of 1 month Math
tutoring sessions Teachers
to students in
their problem-
solving skills
Assessment test 1 week Math
on problem Teachers
solving skills of
the students
III. Post-implementation Stage:

Frame
Assessment 1 week Math teachers,
and Evaluation M&E
of the coordinator,
effectivity of Principal, and
the project Project
activities using proponent.
the
appropriate
evaluation
tools.
I. Project Cost
Item Quantity Unit price Cost Fund Source
Bond Papers 5 Reams 205 1,025 Donations
(Short, Long Short from
and A4) Stakeholders
5 Reams 205 1,025
Long
5 Reams A4 205 1,025
Snack 2,000 Donations

During the from
Tutoring Stakeholders
Session

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(ATAMATh): Advancing Towards Active Mathematical comprehension, Abilities, and

II. Implementation Stage:

III. Post-implementation Stage:

5 Reams A4 205 1,025

Snack 2,000 Donations

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