Scribd
Upload
21 views4 pages

Lesson 2 Task

Uploaded by

NESTOR SANDOVAL
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
21 views4 pages

Lesson 2 Task

Uploaded by

NESTOR SANDOVAL
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 4

Lesson 2 TASK

Math Ed 801

Based on the class discussions, readings, and your own experiences, prepare a critical
review of the K to 12 Program.
A Critical Review of the K to 12 Mathematics Program

A. Strengths
The K to 12 Mathematics Program emphasizes problem-solving and critical-thinking
skills, incorporation of real-world applications and technology, and hands-on learning. It aims to
broaden students' learning programs, improve access to quality education, develop individuals
who can contribute to the larger community, and increase the Filipino workforce's global
competitiveness. Adding two years to the current 10-year basic education cycle is necessary to
bring the country's public education system up to international standards.
Language proficiency is built into the K to 12 curriculum (MTB-MLE). Students learn best
in their first language, which is their mother tongue (MT). Both UNESCO and UNICEF advocate
for the use of mother tongue in schools so that students do not feel isolated.
The Spiral Curriculum (Spiral Curriculum) is a continuous progression of topics across
grade levels to ensure that knowledge and skills are mastered at the end of each level. It
involves spreading out learning over time rather than concentrating it in shorter periods. It
emphasizes age-appropriate learning, reinforcement, and integration with other parts of the
curriculum. At the curriculum design stage, attention is paid to the topic's logical sequence and
holistic understanding of the topic. Elementary Algebra was taught in the first year of BEC,
Intermediate Algebra in the second year, Geometry in the third year, and Advanced Algebra,
Statistics, and Probability in the fourth year. The spiral curriculum emphasizes the process of
reinforcement in learning (Ireland & Mouthaan, 2020).

B. Weaknesses
Anakbayan, a youth group, has criticized the K to 12 program as a "flawed,
problematic framework" that will only worsen the education crisis and subject workers to
exploitation. Vencer Crisostomo, Anakbayan's national chairperson, argued that the
program is not a solution to education and employment woes, but instead will
exacerbate and deepen the problems.
Competencies are added rather than subtracted in the K to 12 Mathematics
curriculum. The curriculum is not as decongested as the curriculum claimed. Teachers
dislike spiral progression because it requires them to know everything and constantly
learn new things. It was also raised during our discussion whether the mathematics
curriculum is truly spiral, as it does not appear to be from grade 7 to grade 10. This is
because some topics, such as Algebra, necessitate more skills. The spiral approach
brings inadequate opportunities to cover a wide range of topics in a single year, a prior
knowledge requirement, a diluted sense of continuity and fragmented comprehension,
and a limited emphasis on lower-level concepts. Topics are treated superficially and
students may fail to master important concepts due to unnecessary content repetition.
Topics are introduced at an inappropriate rate and academic learning time is minimized
due to the rate at which new content is introduced.
Teachers are inadequately to teach the MTB-MLE subject. Because the
Philippines has so many mother tongues, it is not uncommon for students' mother
tongues to differ from teachers' mother tongues. Preparation, textbooks, and other
educational materials are also in short supply. Furthermore, MTB-MLE does not align
English competencies. MTB-MLE is opposed in Manila because it duplicates a Filipino
subject. Moreover, MTB-MLE suffers from poor financial management.

C. How to Address the Weaknesses (Provide the Basis for the


Recommendation)

The curriculum should be thoroughly decongested. In my experience teaching


Mathematics, almost everyday I have to finish a topic to cover all the competencies in a
quarter. Some competencies may be regrouped while others may be omitted. This is to
concentrate on a few competencies in order to master them. Furthermore, if necessary,
I propose that in the case of mathematics education, a disciplined approach be used
rather than spiral. This is for the continuity and mastery of the competencies. When it
comes to revisiting Math topics, the spiral approach can still be used through integration
across subject areas and grade levels.
It is recommended to use English as the primary language of instruction in
mathematics and MTB-MLE as an auxiliary language. Additionally, the use of books
rather than modules should be implemented. Modules are simply supplements to
learning specific competencies. In terms of module development, DepEd should hire
experts who can devote their time to the task.
It is also necessary to evaluate and improve the curriculum based on teacher
feedback and student assessments.

D. Other Suggestions to Improve mathematics basic education in the


Philippines

The primary concern is the competence of teachers. It should be improved through


programs of continuous development. According to Henry Brooks Adams, a teacher has an
impact on eternity. We had excellent, dedicated teachers in Makati and Pasig during WWI. Even
K to 20 may not work if we do not have similar teachers today. Also, The Principal Rob Rauh of
the Marva Collins Preparatory School during the orientation and training for teachers: Every
child is expected to succeed, and teachers will be held accountable for making it happen.
Teachers fail, not students.
"The quality of an education system can never exceed the quality of its teachers," OECD
Director for Education and Skills Andreas Schleicher said. "Governments should empower their
teachers and school leaders with the trust and autonomy they need to innovate and instil a
collaborative culture in every school. They must also recognize the significance and value of
involving teachers in the development of better practices and policies to create classrooms fit for
the future."

References:

Adarlo, G., & Jackson, L. (2016). For whom is K-12 education: A critical look into twenty-first
century educational policy and curriculum in the Philippines. In Educating for the 21st
century: Perspectives, policies and practices from around the world (pp. 207-223).
Singapore: Springer Singapore.
Apolonio, A. L. (2022). Mother tongue-based multilingual education (MTB-MLE) in the
Philippines: Its implications to language learning. Erudio Journal of Educational
Innovation, 9(1), 1-12.
Barrot, J. S. (2021). K to 12 curriculum reform in the Philippines: Towards making students
future ready. Asia Pacific Journal of Education, 1-15.
Calderon, M. T. F. (2015). A critique of K-12 Philippine education system. Arellano University
Graduate School Journal, 12(1), 1-1.
Dagalea, A. J. L., Peralta, S. B., & Abocejo, F. T. (2022). Evaluation of the Mother Tongue-
Based Multilingual Education Program in the Philippines. Budapest International
Research and Critics in Linguistics and Education (BirLE) Journal, 5(4), 422-431.
Lacanilao, F. (2012). A critique of some commentaries on the Philippine K-12 program.
https://www.philippinesbasiceducation.us/2012/04/critique-of-some-commentaries-
on.html

OECD, (2019). Countries must make teaching profession more financially and intellectually
attractive. https://www.oecd.org/newsroom/countries-must-make-teaching-profession-
more-financially-and-intellectually-attractive.htm
Scoular, C. (2020). Analysis of 21st century skills integration as applied in the Philippines K to
12 program. Final report.

You might also like