Teaching Mathematics and Filippino Student Performance

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Rationale
Most mathematics teachers have observed that many students have poor performance in mathematics. Classroom researches over the years show that mathematics instruction has continuously been taught in a traditional manner wherein only a few students understand and grasp the concepts (Winters, Cerulli, Bjork, & Mor, 2006). Teaching mathematics has been viewed as unappealing to the majority of students and has been outdated and not connected with their interests and experiences, bringing about poor performance in mathematics (Goodrum, Hackling, & Rennie, 2001).
Comparing to international standards, the performance of Filipino students in mathematics is far below the desired outcome. In the 2003 international exam for mathematics and sciences, the Philippines ranked 23rd among 25 participants in the elementary level with an average score of 358 compared to the average of 495 while for the grade 8 or 13 year-old level, the country ranked 42nd among 45 participants with an average score of 377 compared to the international average of 466 (Juon, 2004). This shows the poor performance of students in mathematics.
To answer this concern, the Department of Education promulgated different means of improving the curriculum. The latest of these changes is the DepEd Order No. 73 S. 2012. This order emphasizes on implementing the standards-based assessment and rating system to support the progressive roll-out starting with grades 1 and 7 of the k to 12 Basic Education Curriculum

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