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0 10-July-2020

Study Guide in EGE16 –Teaching Mathematics in the Intermediate Grades Module No. 1

STUDY GUIDE FOR MODULE NO. 1

MODULE 1
Foundations of Mathematics Teaching
and Learning
MODULE OVERVIEW

In this module, we will have a review of the nature and foundations of mathematics teaching,
which was previously discussed in EGE 113 Teaching Mathematics in the Primary Grades. The
insights will help you understand how mathematics can be effectively taught and learned,
influencing instructional strategies to enhance student engagement and comprehension.
Additionally, you will examine the necessity of modernizing mathematics programs to align with the
evolving educational landscape. By the end of this module, you will be equipped with the knowledge
and skills to transform your approach to teaching mathematics, ensuring it is both relevant and
effective for your students.

MODULE LEARNING OBJECTIVES

At the end of the module, you should be able to:

1. identify and discuss the nature of mathematics and its implication to Mathematics
Instruction.
2. explain the need for a modern Mathematics Program.

LEARNING CONTENTS

INTRODUCTION
Mathematics, with its logical structure and abstract nature, serves as a universal language
that underpins various fields of study and everyday life. Within the context of the Philippines, a
comprehensive understanding of mathematics is essential for the development of effective
instructional strategies that address the diverse learning requirements of Filipino learners. The
implications for mathematics instruction are significant, as a future educator, you are tasked not only
with imparting mathematical concepts but also with cultivating critical thinking and problem-solving
skills. This necessitates a transition towards a more Modern and up-to-date Mathematics Program
that incorporates technology, encourages interactive learning, and aligns with international
educational standards. Such a program is vital for equipping Filipino learners with the mathematical
literacy necessary to succeed in the 21st century, thereby preparing them to navigate a rapidly
changing global landscape.

1.1 THE NATURE OF MATHEMATICS AND ITS IMPLICATIONS (A REVIEW)

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The National Council of Teachers of Mathematics (NCTM 1989) defines the nature of
mathematics as follows:

1. Mathematics is the study of patterns and relationships.

Mathematical ideas are interwoven with each other. Students must explore the
recurring ideas or the patterns and discover the relationships between and among them.
Instruction should emphasize recognizing and understanding patterns and relationships.
This can be achieved through activities that involve pattern recognition, such as exploring
sequences, geometric patterns, and data analysis. Encouraging students to identify and
describe patterns helps develop their analytical skills.

2. Mathematics is a way of thinking.

The problem-solving activities and various lessons in mathematics train us to think

logically, analytically, critically, and systematically. In a way, mathematics provides us with
the thinking skills needed to confront everyday problems. Teaching should focus on
developing students' critical thinking and problem-solving abilities. This involves presenting
problems that require logical reasoning, encouraging students to think systematically, and
fostering a mindset that values precision and logical progression.

3. Mathematics is an art.

Mathematics is characterized by order and internal consistency. Numerous patterns

can be found in numbers and geometric figures. By exploring the orderliness and
consistency of mathematics, we learn to appreciate its beauty. Educators should highlight
the beauty and creativity in mathematics. This can be done by exploring mathematical
concepts through art, such as tessellations, fractals, and geometric designs. Appreciating
the aesthetic aspects of mathematics can make learning more engaging and enjoyable.

4. Mathematics is a language.

It is used to communicate complex processes and thoughts efficiently using symbols

and specific and precise terms. Mathematics has its own register, or special vocabulary,
which students have to learn to be able to communicate well about mathematics and to

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Study Guide in EGE16 –Teaching Mathematics in the Intermediate Grades Module No. 1

speak and think like mathematicians.

Instruction should include teaching the specific vocabulary and symbols used in
mathematics. Students need to learn how to communicate mathematical ideas clearly and
accurately. This involves understanding and using terms like "equal," "congruent," and
"similar" correctly, and being able to read and write mathematical expressions and
equations.

5. Mathematics is a tool.
Many occupations require knowledge of mathematics. Scientists, engineers,
businessmen, and many other professionals use a great deal of mathematics to do their
work.

Teaching should demonstrate the practical applications of mathematics in various fields.

This can be achieved by incorporating real-world problems and examples from science,
engineering, economics, and other disciplines. Showing how mathematics is used in
different professions can help students see its relevance and importance.

1.2 THE NEED FOR A MATHEMATICS PROGRAM

According to the International Commission on Mathematical Instruction, Mathematics is a

fundamental part of human thought and logic, and integral to attempts at understanding the world
and us. Mathematics provides an effective way of building mental discipline and encourages logical
reasoning and mental rigor. In addition, mathematical knowledge plays a crucial role in
understanding the contents of other school subjects such as science, social studies, and even
music and art.

Thoughts on why Mathematics should be treated as an important subject in the overall curriculum:

1. Mathematics has a transversal nature. If we reflect on the history of curriculum in general,

then mathematics (geometry and algebra) were two of the seven liberal arts in Greek as well
as in medieval times. This historical role supports the notion that mathematics has provided
the mental discipline required for other disciplines.
2. Mathematical literacy is a crucial attribute of individuals living more effective lives as
constructive, concerned, and reflective citizens. Mathematical literacy is taken to include
basic computational skills, quantitative reasoning, spatial ability, etc.

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Study Guide in EGE16 –Teaching Mathematics in the Intermediate Grades Module No. 1

3. Mathematics is applied in various fields and disciplines, i.e., mathematical concepts and
procedures are used to solve problems in science, engineering, and economics. (For
example, the understanding of complex numbers is a prerequisite to learning many concepts
in electronics.) The complexity of those problems often requires relatively sophisticated
mathematical concepts and procedures when compared to mathematical literacy.
4. Mathematics is a part of our human cultural heritage, and we have a responsibility to
develop that heritage.

Mathematics Education Framework 2011

Before the enactment of Republic Act 10533 (Enhance Basic Education Act 2013) which
established the Philippine K-12 Curriculum, the Science Education Institute, Department of Science
and Technology (SEI-DOST) and the Philippine Council of Mathematics Teacher Education
(MATHTED), Inc. developed and proposed the Mathematics Education Framework 2011.

According to the Mathematics Education Framework 2011, mathematics empowerment can

be made possible through the following important pillars: mathematical content, cognitive demands,
and cognitive values. These three should be developed among Filipino learners.

Mathematical Content

The Philippine mathematics education program at the elementary and secondary levels aims
to teach the most fundamental and useful contents of mathematics and organizes these into the
following strands: Numbers and Number Sense; Measurement; Geometry; Patterns, Functions and
Algebra and Data, Analysis, and Probability. This organization of the contents was influenced by the
1995, 1999, and 2003 TIMSS studies.

Cognitive Demands

Higher expectations are necessary, but not sufficient to accomplish the goals of Philippine
school mathematics education for all students. This framework starts from the premise that equal
opportunities must be given to all students regardless of learning styles and levels of ability in order
to meet the demands of learning quality mathematics and assimilate the values intrinsic to the
discipline. The cognitive demands under the proposed framework are classified under six general
categories: Visualization, Knowing, Computing, Solving, Applying, and Proving.

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Study Guide in EGE16 –Teaching Mathematics in the Intermediate Grades Module No. 1

Cognitive Values

Critical and analytical thinking cannot be fully developed without promoting desirable
cognitive values. The cognitive values that must be taught among others are:

a. Objectivity
b. Flexibility and creativity
c. Utility
d. Cultural rootedness
e. Introspection
f. Productive Disposition

For more information about the need for a Mathematics Program, read the attached
document, Mathematics Framework for Philippine Basic Education.

Philippines’ K-12 Curriculum for Mathematics

The Philippines’ K-12 Curriculum was established through the enactment of the Republic Act
10533 also known as the Enhanced Basic Education Act 2013. The K-12 curriculum states that
pedagogical strategies must include constructivist, inquiry-based, reflective, collaborative,
differentiated, and integrative. Along the Mathematics curriculum, the goal is to develop learners'
critical thinking and problem-solving skills. The contents of the mathematics curriculum are grouped
into 5 strands. These are:

a. Numbers and Number Sense

b. Measurement
c. Geometry
d. Patterns and Algebra
e. Statistics and Probability

Number and Number Sense

This strand includes the following topics: concepts, operations, and applications of numbers; whole
numbers, number theory, fractions, decimals, ratio and proportion, percent, and integers.

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Study Guide in EGE16 –Teaching Mathematics in the Intermediate Grades Module No. 1

Measurement

This strand provides learners an opportunity to master competencies along with measures and
applications of length, mass, weight, capacity, time, money, temperature, angles, perimeter, area,
surface area, and volume.

Geometry

This focuses on two-dimensional and three-dimensional figures (parallel and perpendicular lines,
angles, triangles, quadrilaterals, polygons, circles, and solid figures like cubes and prism).

Patterns and Algebra

This strand studies patterns, relationships, and changes among shapes and quantities (continuous
and repeating patterns, number sentences, sequences, and simple equations)

Statistics and Probability

It focuses on skills in data collection, organization (bar graphs, line graphs, and pie graphs), and
interpretation including making predictions about outcomes (simple experiment and experimental
probability).

LEARNING ACTIVITY 1

GUIDE QUESTIONS

Name: ______________________________ Course/Year/Section: ___________ Date: _________

Essay: Answer the following questions below briefly but precisely.

1. How does mathematics impact our daily lives?
_______________________________________________________________________________
_______________________________________________________________________________

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Study Guide in EGE16 –Teaching Mathematics in the Intermediate Grades Module No. 1

_______________________________________________________________________________
_______________________________________________________________________________
2. Why is mathematics essential for understanding the world?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
3. How can educators enhance mathematics teaching and learning? Discuss at least one effective
strategy for teaching mathematics.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
4. Who are you as an intermediate mathematics teacher? Write down your views about
mathematics teaching and learning.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

SUMMARY

The significance of mathematics to our lives cannot be overemphasized. As a mathematics

teacher, you play a very significant role in preparing our children to become lifelong learners, a
quality that will enable them to meet the challenges in this fast-changing world.

REFERENCES

K-12 Curriculum Guide for Mathematics

Teacher Induction Program Curriculum and Instructions Module 6.3 Mathematics
SEI-DOST & MATHTED, (2011). Mathematics framework for philippine basic education. Manila:
SEI-DOST & MATHTED.

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