LEARN­ERS OF MATH­E­MAT­ICS IN THE K-12 TRAN­SI­TION

Sun.Star Pampanga - - PERSPECTIVE! -

MERRY LOUDEN G. PEREZ

The school year 2016-2017 marks the un­fold­ing of un­prece­dented his­tor­i­cal im­ple­men­ta­tion of Se­nior High School (SHS) in the Philip­pine Ed­u­ca­tion. This two-year fi­nal stage of the K to 12 Pro­gram com­pletes the 4-stage ba­sic ed­u­ca­tion of the Filipino l ear ner s.

The two year- SHS pro­gram of­fers core cur­ricu­lum and spe­cial­iza­tion or track sub­jects. This stage aims to equip the learn­ers with 21st cen­tury skills that will bet­ter pre­pare them to be­come glob­ally com­pet­i­tive whether they opt to con­tinue higher ed­u­ca­tion, in­dulge in en­trepreneur­ship, and take fur­ther skills de­vel­op­ment train­ing.

Math­e­mat­ics is a very dy­namic dis­ci­pline and has pen­e­trated var­i­ous fields which has led to new ap­pli­ca­tions. Be­cause of these de­vel­op­ments and changes, ed­u­ca­tional in­sti­tu­tions should equip the stu­dents with the needed math­e­mat­i­cal skills for them to con­fi­dently face more chal­leng­ing and dif­fi­culty tasks ahead of them. The spi­ral de­sign of the lessons al­lows mastery of com­pe­ten­cies with the hope that the stu­dents will be en­able to bet­ter cope with the lessons. Hence, a learner will ex­pe­ri­ence al­ge­bra, ge­om­e­try and sta­tis­tics and prob­a­bil­ity in each grade level.

The in­struc­tion in Math­e­mat­ics must be a learner-cen­tered ap­proach, en­riched with va­ri­ety of ac­tiv­i­ties and re­spon­sive to the needs of the learn­ers. The cur­ricu­lum for math­e­mat­ics strives for Stephen Covey’s strate­gic step in mak­ing our learn­ers un­der­stand the math­e­mat­i­cal con­cepts: “Be­gin with the end in mind… .”

We should also re­flect on the idea that re­me­dial pro­grams are vital in the support for learn­ing how­ever en­rich­ment pro­grams are also needed for those stu­dents who re­ally ex­cel al­lot in math­e­mat­ics so that their po­ten­tial will be sup­ple­mented. We strongly be­lieve that the pri­or­ity must be in bal­ance so that the dis­tri­bu­tion of learn­ing in­side the class­room will be more mean­ing­ful to all.

Learn­ing is use­less with­out deeper un­der­stand­ing and ap­pre­ci­a­tion to the les­son, it is not enough that stu­dents knows how to count num­bers, knows how to add, sub­tract, mul­ti­ply, and di­vide they must sought the rel­e­vance of these in day to day prac­tices. Val­ues in­te­gra­tion is nec­es­sary in build­ing the char­ac­ter of our stu­dents to be­come ac­tive prob­lem solvers of our so­ci­ety.

Lastly, stu­dents must re­al­ize that grades are just num­bers they should not pos­sess the at­ti­tude of be­ing grade con­scious, at the end of the day what is im­por­tant is that, they are in­trin­si­cally mo­ti­vated in any kind of en­deavor. Learn­ing should al­ways be “un­con­di­tional in na­ture”. — oOo— The au­thor is SST I at San­tos Ven­tura Na­tional High School, Di­vi­sion of Ma­bal­a­cat Ci t y

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