Philippine Math Curriculum & Global Standards

Philippine Mathematics Curriculum vs Global Standards

• Classroom Assessment is identifying, gathering, organizing, and interpreting information about what learners know and can do.

Learning Standards

• Content Standards identify and set the essential knowledge to be learned.
• Performance Standards describe the abilities and skills learners should demonstrate related to content standards and 21st-century skills.
• Learning Competencies refer to the knowledge, understanding, skills, and attitudes learners need to demonstrate in lessons or learning activities.
• Concept Development reflects progressions of concept development, operationalized using Cognitive Process Dimensions from Anderson & Krathwohl (2001).

Learner Assessment in the Classroom

• Individual formative assessment enables learners to independently demonstrate learning through activities like quizzes and presentations.
• Collaborative formative assessment (peer assessment) allows students to support each other's learning.
• Formative assessment includes before, during, and after the lesson.
• Formative assessment before the lesson informs the teacher about student understanding prior to direct instruction.
• Formative assessment during the lesson proper informs teachers about student progress in relation to learning competencies.
• Formative assessment after the lesson assesses whether learning objectives were achieved and the instruction's effectiveness.
• Summative Assessment measures how learners apply knowledge, understanding, and skills.
• Summative assessments must be spaced over the quarter and determine content knowledge and competencies.
• Summative assessment components include written work, performance tasks, and quarterly assessments.

Components of Summative Assessment

• Assess understanding of concepts in written form, preparing learners for quarterly assessments in Written Work, given at the end of a topic or unit.
• Performance Tasks involve students individually or collaboratively and allow them to demonstrate integrated knowledge and skills in real-life situations at the end of lesson.
• Synthesize learning skills, concepts, and values in an entire quarter in Quarterly Assessments, given once, at the end of the quarter.

K to 12 Grading Guidelines

• The grading system is standards and competency-based.
• Grades are based on weighted raw scores from summative assessments.
• The minimum passing grade for a learning area is 60.
• A score of 60 is transmuted to 75 on the report card.
• The lowest mark on the report card is 60 for Quarterly and Final Grades.
• Assessment components include Written Work, Performance Tasks, and Quarterly Assessments. Each has percentage weights.
• Grades apply to learners from Grades 1 to 12.

Recording and Computing Learner Progress

• Kindergarten assessment uses checklists and anecdotal records and is aligned with learning standards.
• Teachers maintain a portfolio with writing samples and artwork.
• Portfolios provide evidence of learner skills and competencies.
• Checklists indicate a child's knowledge and ability to perform tasks.
• Narrative reports describe learners' behavior, attitude, and effort.
• For Grades 1 to 12, there is one Quarterly Assessment per grading period.
• Written Work and Performance Tasks require students to produce written work and demonstrate skills. There is no required number, but tasks must be spread out over the quarter. Tasks assess skills after each unit.

Computing Final Grades

• Step 1: Add up grades from all student work for each component.
• Step 2: Convert the sum for each component to a Percentage Score by dividing the raw score by the highest possible score, then multiply by 100%.
• Step 3: Convert Percentage Scores to Weighted Scores by multiplying the Percentage Score by the component's weight.
• Step 4: The sum of the Weighted Scores in each component is the Initial Grade.
• Step 5: Transmute the Initial Grade using the provided transmutation table to get the Quarterly Grade (QG). The Quarterly Grade is then written on report card.

MAPEH Grades

• Individual grades are given for Music, Arts, Physical Education, and Health.
• The quarterly grade is the average of the quarterly grades in the four areas.
• Quarterly Grade = (QG for Music + QG for Arts + QG for PE + QG for Health) / 4

Computing Grades at the End of the School Year

• Kindergarten uses checklists, student portfolios to describe progress. Grades 1-10 produce final grade while Grades 11 and 12 grades determine final grade in a semester.
• The average of the Quarterly Grades (QG) produces the Final Grade for grades 1-10.

Learner Progress

• Reports are shown quarterly to parents through parent-teacher conferences.
• Remarks are given at the end of the grade level, and the grading scale along with descriptors are discussed.

Promotion and Retention

• Promotion or retention bases are provided, and these decisions are based on evidence.
• A Final Grade of 75 or higher in all learning areas promotes the student to the next grade level. Grade 11-12 learners require passing remedial classes for competencies in subject to enroll in higher subject.

National Achievement Test (NAT)

• It is a standardized assessment administered in the Philippines to evaluate student academic performance typically for Grade 6 and Grade 12.
• The assessment gauges academic performance and identifies areas for improvement through key learning areas.
• Caraga Region has seen improvements in NAT scores for students in grades 10 and 12.
• Students can appeal their NAT results to the Office of the President under Administrative Order No. 22 (s. 2011).

Top Schools in the NAT G10 (SY 2022-2023) and NAT G12 (from 2019 to 2023):

• San Isidro Agro-Industrial High School leads NAT G10 with 35.96%.
• Desamparados National High School leads NAT G12 with 34.57%.

Defined Global Standard

• Global standards are recognized benchmarks, guidelines that define knowledge, competencies in a field.
• They help improve education evaluation, ensure job market and higher education preparation, and international comparisons.
• PISA assess reading, mathematics, and science performance.
• The goal of the PISA is to assess knowledge to real-life situations.

Philippines’ Performance in PISA

• PISA bottom rankings are 78/78 in 2018 and 77/81 in 2022.
• The PISA assesses 15-year-old students in Grade 7 or higher enrolled in Mathematics, Science and Reading, the Philippines' scores are below the OECD average.
• Majority (80.70%) of Filipino students have Proficiency Levels below Level 2, with 54.4% below Level 1.
• Only 0.01% of students performed within Proficiency Levels 5 to 6.

TIMSS

• The TIMSS focuses on math and science achievement and offers comprehensive view of global trends.
• The Trends in International Mathematics and Science Study 2019 shows the Philippines scored lower than any other country in grade 4.
• TIMSS assesses students in grades 4 and 8 and sets 4 International Benchmarks, the Philippines only participated in grade 4 and only 19% reached low benchmark.

Mathematics Cognitive Domains

• Fourth & Eighth Grades' TIMSS test items require familiarity with assessed content and cognitive skills.
• Cognitive skills are crucial so the survey covers the range of cognitive skills across the content domains.
• The first domain, knowing, covers the facts, concepts which students need to know.
• The second domain, applying, focuses on the ability of students to apply knowledge.
• The third domain, reasoning, goes beyond the solution of routine problems to encompass complex contexts.
• Knowing, applying, and reasoning are exercised in varying degrees when students display their mathematical competency.

Impacts of TIMSS and PISA on Mathematics Curriculum Reforms

• International research using TIMSS and PISA has shaped school mathematics curricula and standardization affect cultural, local variations.
• TIMSS and PISA identify weaknesses in curricula, and they influence mathematics redesign/implementation.
• Diverse approaches exist in teaching practices.
• TIMSS and PISA act as curriculum changes, need evaluation, & further research to address variations and needs.

Lower Elementary School Curriculum

• The mathematics curriculum for lower elementary is for Kindergarten to Grade 3.
• The purpose is to cultivate numeracy, logic skills, aligning with Filipino learners' cultural/linguistic context.
• The goal of accessibility, relevance, developmental appropriateness are rooted in K-12 and focus on language, numbers, geometry, and data
• Experiential learning and games are used for comprehension.

Key curriculum components are:

• Logic and Language; introduces logical reasoning and relationships between numbers or objects (Cotič et al., 2023)
• Numbers and Basic Arithmetic; strong emphasis on number (Haylock & Cockburn, 1997)
• Geometry and Measurement; students learn shapes (Cotič et al., 2023)

Framework of the curriculum:

• Number and fluency in basic, handling concrete
• Fosters positive attitudes toward math and prepares students for English instruction for upper grades.
• Instructions are taught with first language to enhance comprehensions topics (CPA)
• Students progress with hands on to symbolic presentations

Kindergarten

• Counting objects up to 20 and recognizing numerals 0–10.
• The curriculum involves comparing quantities and sorting shapes by attributes.
• Games such as "Habulan ng Bilang", songs, and integration with science are ways to teach it.

Grade 1

• Strengthens number sense and introduces operations are focused in 1st grade. (One/tens), addition, subtraction, measurement, patterns.
• Story problems are based on Filipino contexts.

Grade 2

• Expanding operations focuses and introduces standard measurement.
• Basic multiplication as repeated addition and currency.
• (Sari-sari store) simulations teach skill, measurement, and calculating jeepney rides.

Grade 3

• Focuses on mastery and fractions but gradually shifts to Filipino/English language.
• (Dividing pandesal), area of rectangle and fiesta time are incorporated.
• Integrating (DepsEd common modules) with number blocks.

Upper Primary Mathematics

• Upper math includes number operations, basic geometry, measurement, patterns, an emphasis on problem-solving.
• Implemented curriculum since 2013 for high development and competitiveness.
• The Philippines continues low performance internationally evidence by PISA

Upper Primary Math Focus

• Multi digit, multiplication with place value
• Prime numbers, fractions/decimals
• Understanding Geometry, area, shapes
• Weight and capacity measurement, time
• Algebraic: pattern, equations

Math Curriculum

• The new “MATATAG” curriculum are more personalize approach to student’s lives (Estrellado, 2024). Contextual: tailor lesson to the student/cultural setting
• Data driven Curriculum use the data for quality
• The goal is to improve the education practices with educators is needed for training.

Teaching Methodologies

• Group and mistakes increase of the practices (Ulep, 2016).
• Creative Task, visual/symbolic, and understandings to concepts help to understanding students (Abramovich & Griffin, 2024).
• PBL culture autonomous of student working together (Zhao, 2024).

Standards-Based Learning

• Learning are real time with discourse improve by (Warthen, 2017).
• Strategies will have self-efficacious (Warthen, 2017)
• Plan and preparation to requirements of learning. Linked to coaching by Aulletto & Stein linking students to mathematics learning.

Curriculum Implementations

• The curriculum aims to adapt to the growing needs and standards to the 12k curriculum
• Adaptive education to student to transitional and to the needs of time (Bentayao et al., 2024) Aiming addresses to curve time for learning skill (Diquito 2024)

Key concepts

• Concept solve problems to understand learning (Taskiya, 2023).
• Areas includes operation and data, measurements, probability (McNamara, 2006)
• Implement realistic hypotextual learning that has significant with students.

Math Curriculum in High school

• The Math curriculum emphasizes spiral and competency.
• The core subject are general math, analytic and geometry (Parcon & Bearneza 2024).
• DI: students get tailored lessons for mastery (Magayon &Tan 2020)
• There are different assessment with correlate with skills and there are differences between (Mirabueno & Boyon 2020) strands
• Challenges with providing professional education and provide educational (Luzano,2024)

Singapore’s Math Curriculum

• Is well-known as effective foster deep math
• It structured curriculum that ensures teaching (Concrete-Pictorial - approach)

Key curriculum Approach

• Progress the method with the use of picture and solid math (Bar modelling) to solve problems relationship between the problem and solving skills (bonding).
• Number: technique student to promote and under stand thinking.
• Focus are development problem and think on the variety of things. SINGAPORE’S Education
• System singapore focuses making sure with learning and growth. It is divided into:
• pre school with Kindergarden level (4-6) two years Primary level (6to 12) 6 years
• Secondary with grade 1-6 also (12-18) has 6 programs Post level (18 onwards) It based on Jr college until U is the highest learning system

School levels for Singapore are

• Pre the age system to start school or Kinder learning what to do in life (color, animal, fruit) it is the most important.
• Primary formal and the level is 6 years level. There basic skills that is the basic and languages. In years to complete in learning (Arithmetic is used as a building skill)

Secondary stage

• Student have 3 range options (express,Normal, technical) student want to learn
• Tech is provided but there has to be some basic skills like engineering and foundation to art and engineering.

Singapore education system

• The tool to teaching is integrated in Singapore and math tools are easier as (projectors, etc)

Teaching strategic

• It the high quality that the teacher provide some students with lesson (exposition, project based learning, homework)

Grading system

• Pre school has to standardized system, there is also founding with social. In primary the broad range is 85 percentage: The Singapore scoring system

Singapore Education

• In 2021 grading was assessment to each standard, level systems varied to each.

Express

• A1 75% A2 70% B3 65% B4 C5 C6
• 1 70% to 1 above B 65 above
• Normal to high 75 to 1

Salary in Singapore

Is average is $3800 to 4700 which depends on learning. (43.25 PHP).

Finland is Education Center

• The system has focus student's well life, equality, unlike teachers, there focus of student being more centered. the education is adaptable to difference. Not to be too "One shoe fits all"

Education Test

• minimal standard test. Focus on constant assessment by teacher
• Focus on creating, thinking & creation to activities by students. It more facilitates rather to lecturers
• The teachers go thorough psychology and they have autonomy in lesson design

Learning for grades

• Younger learn basic. Outdoor activities play into the understanding grade.
• Education that is the same for everyone, equal special funding to each area.
• The education spending quality rather than amount of money or having lots Homework.

The fin system it the center with autonomy

Comprehensive system for grade 1-9 (scale with ranging 4 -10), improve. It provide what students have to improve Grades to school cover two path ways: General Secondary Level and Vocational.

• Latin are outstanding
• Universities use a o to 5 points system scale.

Structure

• Elem: Grade 6 for strong relationships
• High grade 7-9 have area in to it.
• Higher they teach what the want to study