Improving the quality of Mathematics, Science, and Technology Teaching

Bernadette L. Pineda

It was 1999, 2003 when Philippines joined the TIMMS(Trends in Mathematics and Science Study) in which Philippines was second to the bottom followed by South Africa and called immediately the ire of the solons in both upper and lower chamber of the land.

Students learn about science, mathematics, and technology first and foremost through interaction with teachers. Changing the nature of those interactions is the surest way to improve education in these subjects in the Philippines.

Many mathematics and science teachers in Philippine schools do not have backgrounds needed to teach these subjects well. Many lack certification to teach mathematics and science and a subset of teachers start in the classroom without any formal training. The lack of adequate training and background especially severe at schools serving large numbers of disadvantaged students, creating a vicious cycle in which a substandard education and low achievement are intertwined. The stresses on teachers are equally severe: Of new mathematics and science teachers, about one third leave teaching within the first three (3) years

The best predictors of higher student achievement in mathematics and science are (1) full certification of the teacher (2) a college major in the field being taught. Teachers need a high quality education and continued development as professionals throughout the careers. Government policy initiatives that could help meet these objectives include the following:

Encourage higher-education institutions to establish mathematics and science teaching academies that include faculty from science, mathematics,and education departments through a competitive grant process

Support promising students to study science, mathematics, and engineering teaching-particularly those obtaining degrees in science, mathematics, or engineering who plan to teach at the K-12 level following graduation through scholarships and loan programs as well as institutional funding.

Conduct an aggressive national-outreach media campaign to attract young people to teaching careers in mathematics and science.

W ork for broad improvements in the professional status of science, mathematics, and technology teachers. Structured induction programs for new teachers, districtbusiness partnerships, award programs, and other incentives can inspire teachers and encourage to remain in the field. Most important, salaries for science, mathematics , and technology teachers need to reflect what they could receive in the government sector and be accord with their contribution to society, and teachers need to be treated as professionals and as important members of the science and engineering communities.

The author is Teacher

--oOo-

III at Turu Elementary School, Magalang