Curricular suggestions for mathematics in the modern world
Mathematics in the Modern World (MMW) is one of the new general education courses which will be initially implemented for the first batch of graduates from SHS who will enroll in higher education for the SY 2018-2019. The course aims to expose students to the nature of math and the usefulness of mathematics in the development of the society as it presents the different applications of mathematics in various dimensions (economics, arts and design, science and technology, affairs of the state and all other dimensions that are governed by logic and reasoning).
This course is mathematics in different fields, a little bit of everything, shall we say. Topics revolve around the nature of math and the math as a tool. The appreciation of the nature of math should not fail man’s utility of math in every endeavor of his existence. After all, mathematics is ubiquitous and is actually indispensable. This is the advocacy of MMW that I truly like.
I attended the CHED’s Second Generation Training of Teachers, the participants of which were the mathematics teachers of HEIs of Region 7. The training was on mastery of the content topics including math in our world, problem solving, reasoning and logic, data management, apportionment and voting and concluded with the math of graphs. The trainees were given lectures, were evaluated (there are quizzes and major exams), were asked to submit projects (research proposals and integrated projects) and were graded.
There were trainees who passed and there were also who failed because they were not able to obtain the 80-percent passing grade. While some teachers expressed that topics are new to them, others felt that the lectures are a review, but the majority clamored for teaching strategies. I find the request valid, because teaching strategies facilitate understanding then appreciating. Effective teaching strategies provide teachers opportunity to spark interest for lifelong learning.Yes, the topics are numerous, with certainty I say all will not be covered. If few are covered and each is exposed in a manner that optimizes cultivation of interest, then a longing for learning a new topic and appreciating it, is assured.
In view of this I have the following suggestions:
1.) Make History of Math a compulsory topic. History of Math is an optional topic for MMW but I find it very important in igniting interest. I suggest that it should be a compulsory topic. By teaching history of math one will develop a culture of critical thinking. The following questions will surely entice students to learn math more.
a. What’s in the Nile River that contributes to the development of Mathematics?
b. Greeks are popular in early development of math, but where are they now?
c. Why shadows cast by the sun is used to estimate height of objects? (This idea can be found in many trigonometry books, this calls for more contextualization and more localization of pedagogy)
d. Who wrote “A Mathematician’s Apology”? (So, a mathematician can be wrong.)
e. Express 1,836 and 43,998 in Roman numeral and multiply the two in that form. Will you love the Hindu- Arabic more? (Will you use the calculator instead?)
The questions above teach us that math like any other thing in the world changes. The champions of yesterday may not be the champions of today. But some are consistent in their performances. This will lead us to think: What have they done? History indeed helps us to understand the present and will help us seek the forces that will shape our future.
2.) Provide more training for the teachers of the MMW teachers
I am with the teachers who find trainings on teaching strategies necessary. I suggest that more training for MMW teachers be conducted. The trainings that will keep us updated both on content and pedagogy. The third batch of teachers are already trained, still the training focuses more on content. An evaluation was done regarding the training, the results may be bases for the conduct of other trainings, they maybe national or regional. Instead of giving traditional assessment to the participants, requiring them to create instructional materials is an option for grading.
Generally, whatever trainings that will be conducted, we hope that they will prepare us to become loyal in implementing the new curriculum, though this will entail more government spending for education. If we are equipped , we will enter the classroom with the thought: Today I will be facing a group which is a mixture of potential scientists and math lovers who are not potential scientists, the group that will enrich their lives and other people’s lives because appreciation in them has fully developed.
Prof. Roma Mendoza-Anoos
Cebu Technological University-San Fernando Extension Campus
San Fernando, Cebu