PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

MAILYN G. ELACRE
Math Ed-801

Lesson 3 TASK

A Critical Review of the K to 12 Mathematics Program

Suppose you are a consultant in the ongoing massive review of the Philippine educational
system.
A. Strengths
What would be your top 5 recommendations for reform? The recommendations may
encompass any aspect of the Philippine educational system, but with particular focus on
B. Weaknesses
mathematics education and mathematics teachers.

Provide
C. Howsome
toreference
Addressorthe
basis for your recommendations.
Weaknesses (Provide the Basis for the
Recommendation)

As a consultant in the ongoing massive review of the Philippine educational

system, my top five recommendations for reform would be:

1. Increase the quality of pre-service teacher education: Invest in

rigorous pre-service teacher education programs that highlight both content
knowledge and pedagogical skills in mathematics. Ensure that aspiring
mathematics teachers have a deep understanding of mathematics concepts,
diverse teaching methodologies, and effective classroom management
strategies. To raise the standard of education in the Philippines, pre-service
teacher education must be improved. To successfully implement these
reforms, cooperation between government agencies, teacher education
programs, and other interested parties is necessary.

2. Encourage continuous professional development (CPD) for in-

service teachers: Continuous Professional Development (CPD) is vital for
in-service teachers to stay updated with the latest teaching methodologies,
content knowledge, and educational research. Encouraging and supporting
CPD for in-service teachers is a fundamental aspect of improving the quality
of education in the Philippines. Offer regular and structured CPD
opportunities for in-service mathematics teachers to stay updated with
current pedagogical approaches, research findings, and technological
advancements in mathematics education. Urge teachers to participate in
collaborative learning, peer mentoring, and action research projects to
enhance their teaching practices.

3. Adopt a more learner-centered method to mathematics

instruction: Shifting towards a learner-centered approach in mathematics
instruction can significantly improve the quality of education. Shift the focus
from rote memorization and formula drills to a more inquiry-based and
problem-solving approach to mathematics instruction. Foster active
participation, hands-on activities, and real-world applications to make
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The National Center for Teacher Education

mathematics more engaging and relevant for students. Encourage students

to think critically and solve problems when learning math. Motivate pupils
to use their imaginations and apply mathematical ideas to actual
circumstances. Create a curriculum that incorporates difficult problem-
solving activities, projects, and competitions to encourage students to grasp
arithmetic on a deeper level. Using a more learner-centered approach to
mathematics instruction, teachers can allow students to participate actively
in their education, gain a more profound comprehension of mathematical
ideas, and cultivate critical thinking and problem-solving abilities.

4. Integrate technology effectively into mathematics classrooms:

Integrate technology tools and resources into mathematics lessons to
enhance learning, provide differentiated instruction, and personalize student
experiences. Develop technology for interactive simulations, data
visualization, and problem-solving activities. Guarantee that schools have
access to modern teaching resources and technology. Equip classrooms with
computers, interactive whiteboards, and educational software that can
assist in teaching and learning. Urge teachers to incorporate technology
efficiently into their mathematics instruction.

5. Provide adequate assistance for mathematics teachers: Pose

ongoing support to mathematics teachers through mentoring programs,
coaching sessions, and access to subject matter experts. Promote
Collaboration, peer sharing, and professional development among
mathematics teachers by designing a supportive school environment.
Provide comprehensive and ongoing training for mathematics teachers.
Develop and implement high-quality professional development programs.
Encourage teachers to continually upgrade their skills through workshops,
courses, and collaboration with peers.

References / Basis for Recommendations:

"Improving Mathematics Education in the Philippines: A Review of Current

Practices and Recommendations for Reform" by the Philippine Council for
Education (PCE), 2018. This report provides a comprehensive overview of
the current state of mathematics education in the Philippines, identifies the
key challenges facing the system, and presents recommendations for reform.

"The Philippines' Mathematics Education in Crisis: A Call to Action" by the

Philippine Business for Education (PBEd), 2019. This report highlights the
alarmingly low performance of Filipino students in international
mathematics assessments and calls for urgent action to improve the quality
of mathematics education in the country.

"Enhancing Mathematics Education in the Philippines: A Focus on Pre-

Service Teacher Education" by the Department of Education (DepEd), 2020.
This report discusses the importance of pre-service teacher education for
improving the quality of mathematics instruction in the Philippines and
 PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education

provides recommendations for enhancing pre-service teacher education

programs.

"Mathematics Teacher Professional Development in the Philippines: A

Review of Current Practices and Recommendations for Improvement" by the
Southeast Asian Ministers of Education Organization (SEAMEO), 2021. This
report examines the current state of mathematics teacher professional
development in the Philippines and provides recommendations for improving
the effectiveness of CPD programs for mathematics teachers.

"Adopting a Learner-Centered Approach to Mathematics Education in the

Philippines" by the Asian Development Bank (ADB), 2022. This report
discusses the benefits of a learner-centered approach to mathematics
education and provides recommendations for implementing such an
approach in the Philippines.

"Integrating Technology into Mathematics Classrooms in the Philippines" by

the World Bank, 2023. This report discusses the potential of technology to
enhance mathematics learning and provides recommendations for effectively
integrating technology into mathematics classrooms in the Philippines.

"Providing Support for Mathematics Teachers in the Philippines: A Review of

Current Practices and Recommendations for Improvement" by the United
Nations Educational, Scientific and Cultural Organization (UNESCO), 2024.
This report examines the current state of support for mathematics teachers
in the Philippines and provides recommendations for improving the support
that is provided to mathematics teachers.