EED MATH 1: Teaching Mathematics in the Elementary Grade

SYNTHESIS ESSAY:
Looking through Philippine’s K-12 Curriculum in Mathematics and Science
vis-à-vis TIMSS 2015 Assessment Framework
NAME: Mary Princess M. Campos
Program/Section: BEEd 3A

Consolidate all your ideas based from the given document by referring to these themes:

A. Impacts on the alignment of K-12 Math Curriculum to TIMSS

Teaching and understanding mathematics is a significant concern in any educational

system. Education, in a wide sense, refers to any activity that has a meaningful effect on an
individual's cognitive, skill, or attitude development. It is made up of many different disciplines
which should be taught and learned by everyone. Mathematics is one of the most well-
established disciplines, and it is taught in every school around the world.

Mathematics is considered as one of the most important topics in Asia, and students are
encouraged to pursue it. It is reflected as a general education subject in the Philippines, where
students are expected to develop insights, understanding and appreciation of its principles as an
applied in problem-solving, critical thinking, communicating, reasoning, making connections,
representations, and making real-life decisions stated from the K to 12 Basic Education
Curriculum.

According to the Trends in International Mathematics and Science Study (TIMSS) 2019
by the International Association for the Evaluation of Educational Achievement (IEA), The
Philippines scored 297 in math and 249 in science. It was found out that Filipinos performed the
worst out of 58 countries in a math and science evaluation for Grade 4 students. In math, only 1
percent of Filipino students reached the high benchmark, meaning, “Students apply conceptual
understanding to solve problems while nineteen percent of Filipino students, meanwhile, were on
the low benchmarks, meaning they “have some basic mathematical knowledge.”

TIMSS 2015 has large impact to the k-12 Math Curriculum as it was the basis for the
computation for each subjects. It helps the Curriculum track the gaps, repetitions, and
misalignments in order to improve the overall consistency and efficiency of a course of study
where Grade 4 Mathematics was mapped together with the Grade 8 competencies.

B. Learning/Curricular gaps identified from the K-12 Math Curriculum

Learning gaps are rising in general, which can be problematic for children who are falling
behind. However, it's not always easy to spot. Students are always given the opportunity to
develop to learn on topics over time and apply them to new concepts as they progress since
learning is based on basic components. Learning in one grade level acts as a basis for analyzing
more complicated ideas and concepts. This learning framework develops over time of a student's
academic career, with new skills emerging from previously mastered skills. However, not every
student learns at the same rate, which is why what begins as a minor learning gap can quickly
escalate into a major one.
 With the Alignment of TIMSS 2015 Grade 4 and Grade 8 Mathematics Assessment
Framework vis-à-vis Philippine 2016 K to 12 Mathematics Curriculum, it was found out that
there are competencies in the k-12 curriculum that lacks on it meaning there should be an
advancement happening that should be implemented in the curriculum because upon mapping
the competencies in the K-12 Mathematics Curriculum with the TIMSS 2015 Assessment
Framework, there are competencies was associated with Grade 8 Level instead of having it on
Grade 4 Level because this would not really fit the young age if your competencies are not easy
to attain.