Lemery Colleges, Inc.

A. Bonifacio St., Brgy. Bagong Sikat, Lemery, Batangas

Mathematics in the Modern World

A narrative report regarding the

Application of Mathematics

Division of Labor

in Teachers

Presented by:

Ornedo, Jerick Par.

Carolino, Rachele Ann S.

Marasigan, Jerick

Manalo, Geisha L.

Atienza, Alexis

Garde, Jhon Bert

Presented to:

Engr. Angel L. Caguete

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INTRODUCTION

Division of labour, the separation of a work process into a number of

tasks, with each task performed by a separate person or group of persons. It is

most often applied to systems of mass production and is one of the basic

organizing principles of the assembly line. Breaking down work into simple

repetitive tasks eliminates unnecessary motion and limits the handling of different

tools and parts. The consequent reduction in production time and the ability to

replace craftsmen with lower-paid unskilled workers result in lower production

costs and a less expensive final product. Contrary to popular belief, however,

division of labor does not necessarily lead to a decrease in skills—known

as proletarianization—among the working population. The Scottish

economist Adam Smith saw this splitting of tasks as a key to economic progress

by providing a cheaper and more efficient means of producing goods.

The French scholar Émile Durkheim first used the phrase division of

labor in a sociological sense in his discussion of social evolution. Rather than

viewing division of labor as a consequence of a desire for material abundance,

Durkheim stated that specialization arose from changes in social structure

caused by an assumed natural increase in the size and density of population and

a corresponding increase in competition for survival. Division of labor functioned

to keep societies from breaking apart under these conditions.

The intensive specialization in industrial societies—the refinement and

simplification of tasks (especially associated with a machine technology) so that

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a worker often produces only a small part of a particular commodity—is not

usually found in non-industrialized societies. There is rarely a division of labour

within an industry in non-literate communities, except perhaps for the production

of larger goods (such as houses or canoes); in these cases the division is often a

temporary one, and each worker is competent to perform other phases of the

task. There may be some specialization in types of products (e.g., one worker

may produce pottery for religious uses; another, pottery for ordinary uses), but

each worker usually performs all steps of the process.

A division of labor based on sex appears to be universal, but the form that

this takes varies widely across cultures. Divisions on the basis of age, clan

affiliation, hereditary position, or guild membership, as well as regional and craft

specialization, are also found.

Division of labor is the separation of tasks in, for example, a

manufacturing plant. Each worker performs a specific duty. It boosts productivity

and efficiency. If you split up workers and give them specific jobs to do, efficiency

increases significantly.

Adam Smith

Adam Smith (1723-1790), a Scottish economist, philosopher, and author,

saw the division of labor as vital for economic progress.

The division of labor helped economies grow during the nineteenth and

twentieth century. Since the turn of the century, mass customization, which

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requires several skills and an extremely short machine change-over time, the

concept of the division of labor has become more flexible.

Mass customization is a strategy that involves offering products designed

to the unique specifications of each customers. However, the manufacturer still

uses mass production techniques to achieve low costs. A manufacturer converts

raw materials and components into finished products.

Adam Smith coined the phrase Division of Labor in his 1776 classic ‘The

Wealth of Nations.’

Division of labor combines specialization and the partition of a complex

production task into several, or many, sub-tasks. Its importance in economics lies

in the fact that a given number of workers can produce far more output using

division of labor compared to the same number of workers each working alone.

Interestingly, this is true even if those working alone are expert artisans. The

production increase has several causes. According to Adam Smith, these include

increased dexterity from learning, innovations in tool design and use as the steps

are defined more clearly, and savings in wasted motion changing from one task

to another.

Though the scientific understanding of the importance of division of labor

is comparatively recent, the effects can be seen in most of human history. It

would seem that exchange can arise only from differences in taste or

circumstance. But division of labor implies that this is not true. In fact, even a

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society of perfect clones would develop exchange, because specialization alone

is enough to reward advances such as currency, accounting, and other features

of market economies.

In the early 1800s, David Ricardo developed a theory of comparative

advantage as an explanation for the origins of trade. And this explanation has

substantial power, particularly in a pre-industrial world. Assume, for example, that

England is suited to produce wool, while Portugal is suited to produce wine. If

each nation specializes, then total consumption in the world, and in each nation,

is expanded. Interestingly, this is still true if one nation is better at producing both

commodities: even the less productive nation benefits from specialization and

trade.

In a world with industrial production based on division of labor, however,

comparative advantage based on weather and soil conditions becomes

secondary. Ricardo himself recognized this in his broader discussion of trade, as

Meoqui points out. The reason is that division of labor produces a cost advantage

where none existed before—an advantage based simply on specialization.

Consequently, even in a world without comparative advantage, division of labor

would create incentives for specialization and exchange.

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Origins

The Neolithic Revolution, with its move to fixed agriculture and greater

population densities, fostered specialization in both production of consumer

goods and military protection. As Plato put it:

A State [arises] out of the needs of mankind; no one is self-sufficing, but

all of us have many wants… Then, as we have many wants, and many persons

are needed to supply them, one takes a helper… and another… [W]hen these

partners and helpers are gathered together in one habitation the body of

inhabitants is termed a State… And they exchange with one another, and one

gives, and another receives, under the idea that the exchange will be for their

good. (The Republic, Book II) This idea of the city-state, or polis, as a nexus of

cooperation directed by the leaders of the city is a potent tool for the social

theorist. It is easy to see that the extent of specialization was limited by the size

of the city: a clan has one person who plays on a hollow log with sticks; a

moderately sized city might have a string quartet; and a large city could support a

symphony.

One of the earliest sociologists, Muslim scholar Ibn Khaldun (1332-1406),

also emphasized what he called “cooperation” as a means of achieving the

benefits of specialization:

The power of the individual human being is not sufficient for him to obtain

(the food) he needs, and does not provide him with as much food as he requires

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to live. Even if we assume an absolute minimum of food –that is, food enough for

one day, (a little) wheat, for instance – that amount of food could be obtained

only after much preparation such as grinding, kneading, and baking. Each of

these three operations requires utensils and tools that can be provided only with

the help of several crafts, such as the crafts of the blacksmith, the carpenter, and

the potter. Assuming that a man could eat unprepared grain, an even greater

number of operations would be necessary in order to obtain the grain: sowing

and reaping, and threshing to separate it from the husks of the ear. Each of these

operations requires a number of tools and many more crafts than those just

mentioned. It is beyond the power of one man alone to do all that, or (even) part

of it, by himself. Thus, he cannot do without a combination of many powers from

among his fellow beings, if he is to obtain food for himself and for them. Through

cooperation, the needs of a number of persons, many times greater than their

own (number), can be satisfied. [From Muqaddimah (Introduction), First Prefatory

Discussion in chapter 1; parenthetical expression in original in Rosenthal

translation]

This sociological interpretation of specialization as a consequence of

direction, limited by the size of the city, later motivated scholars such as Emile

Durkheim (1858-1917) to recognize the central importance of division of labor for

human flourishing.

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Smith’s Insight

It is common to say that Adam Smith “invented” or “advocated” division of

labor. Such claims are simply mistaken, on several grounds Smith described

how decentralized market exchange fosters division of labor among cities

or across political units, rather than just within them as previous thinkers had

done. Smith had two key insights: Smith’s parable of the “street porter and the

philosopher” illustrates the depth of this insight. As Smith put it:

[T]he very different genius which appears to distinguish men of different

professions, when grown up to maturity, is not upon many occasions so much

the cause, as theeffect of the division of labour. The difference between the most

dissimilar characters, between a philosopher and a common street porter, for

example, seems to arise not so much from nature, as from habit, custom, and

education. (WoN, V. 1, Ch 2; emphasis in original.)

Second, the division of labor gives rise to market institutions and expands

the extent of the market. Exchange relations relentlessly push against borders

and expand the effective locus of cooperation. The benefit to the individual is that

first dozens, then hundreds, and ultimately millions, of other people stand ready

to work for each of us, in ways that are constantly being expanded into new

activities and new products.

Smith gives an example—the pin factory—that has become one of the

central archetypes of economic theory. As Munger (2007) notes, Smith divides

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pin-making into 18 operations. But that number is arbitrary: labor is divided into

the number of operations that fit the extent of the market. In a small market,

perhaps three workers, each performing several different operations, could be

employed. In a city or small country, as Smith saw, 18 different workers might be

employed. In an international market, the optimal number of workers (or their

equivalent in automated steps) would be even larger.

The interesting point is that there would be constant pressure on the

factory to (a) expand the number of operations even more, and to automate them

through the use of tools and other capital; and to (b) expand the size of the

market served with consequently lower-cost pins so that the expanded output

could be sold. Smith recognized this dynamic pressure in the form of what can

only be regarded today as a theorem, the title of Chapter 3 in Book I of the

Wealth of Nations: “That the Division of Labor is Limited by the Extent of the

Market.” George Stigler treated this claim as a testable theorem in his 1951

article, and developed its insights in the context of modern economics.

Still, the full importance of Smith’s insight was not recognized and

developed until quite recently. James Buchanan presented the starkest

description of the implications of Smith’s theory (James Buchanan and Yong

Yoon, 2002). While the bases of trade and exchange can be differences in tastes

or capacities, market institutions would develop even if such differences were

negligible. The Smithian conception of the basis for trade and the rewards from

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developing market institutions is more general and more fundamental than the

simple version implied by deterministic comparative advantage.

Division of labor is a hopeful doctrine. Nearly any nation, regardless of its

endowment of natural resources, can prosper simply by developing a

specialization. That specialization might be determined by comparative

advantage, lying in climate or other factors, of course. But division of labor alone

is sufficient to create trading opportunities and the beginnings of prosperity. By

contrast, nations that refuse the opportunity to specialize, clinging to mercantilist

notions of independence and economic self-sufficiency, doom themselves and

their populations to needless poverty.

TEACHERS

Teachers are one of the most influential and powerful forces for equity,

access and quality in education and key to sustainable global development.

However, their training, recruitment, retention, status and working conditions

remain preoccupying.

Moreover, there is a worldwide shortage of well-trained teachers.

According to the UNESCO Institute for Statistics (UIS), 69 million teachers must

be recruited to achieve universal primary and secondary education by 2030. 

UNESCO has made the supply of well-trained, supported and qualified

teachers one of its top priorities. This focus has been reinforced by Sustainable

Development Goal 4: Quality Education through the Education 2030 Framework

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for Action, which has a target calling for a substantial increase in qualified

teachers through the betterment of their training, recruitment, retention, status,

working conditions and motivation (target 4.c).

UNESCO hosts the International Task Force on Teachers for Education

2030 and they work together to address the “teacher gap” as well as tackle the

issues raised in target 4.c and in the Incheon Declaration, which specifically calls

for Member States to “ensure that teachers and educators are empowered,

adequately recruited, well-trained, professionally qualified, motivated and

supported within well-resourced, efficient and effectively governed systems”.

UNESCO’s work regarding the development of teachers mainly focuses

on five areas:

 Monitoring of international normative instruments regarding the

teaching profession;

 Supporting Member States in the development and review of

teacher policies and strategies;

 Developing capacities for enhancing the quality of teaching and

learning;

 Improving the knowledge and evidence base for the implementation

and monitoring of the teacher target in Education 2030; and

 Undertaking advocacy and knowledge sharing for the promotion of

quality teaching and learning.

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Presentation of the Results or Findings about the questions;

A. What way of teaching you prefer the most?

a. Integration Technology – the use of PowerPoint presentation and

other aids that uses technology.

b. Board and Chalk – also referred as the “ traditional way” use in

teaching

WAY OF TALLY FREQUENCY PERCENTAGE

TEACHING

Integration IIIII 5 62.5%

Technology

Board and Chalk III 3 37.5%

TOTAL NUMBER OF INTERVIEWEE : 8

PERCENTAGE : 100%

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The table above, shows that the most preferred way of teaching is the

integration technology having a frequency of 5 which is 62.5% while the other

one is the board and chalk which is the least preferred way of teaching having a

frequency of 3 which is 37.5%.

INTEGRATION TECHNOLOGY AS TEACHING TOOL

Teachers are developing lesson plans that may not be delivering the

learning message that speaks to the times, as well as student learning abilities.

How can we fix this issue? By integrating technology into the classroom.

Utilizing technology and implementing tech into lesson plans can ensure a

more interactive class experience. Technology can reshape the future of

education in big ways, forming new bonds between students and teachers, and

with students and the entire learning experience.

“Technology helps change the student/teacher roles and relationships:

students take responsibility for their learning outcomes, while teachers become

guides and facilitators,”Edutopia explained. “Technology lends itself as the

multidimensional tool that assists that process.”

Integrating technology into the classroom, however, can seem challenging

for educators. This is due to the tech resources needed, like computers, tablets,

software/apps, internet access, and more. With a bit of due diligence, these

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obstacles can be overcome and tech can be tethered with the learning

experience in amazing innovative ways.

B. How do you divide your task as a teacher when in

school and at home?

The paragraph below, will show the answers of our interviewee ( Mr. CB Harren

Jaames Bautista, Sarah Ledesma, Jamaica Maribeth Law, LPT , Mherjane

Landicho, LPT, Henrietta Salazar).

In the question, how do you divide your task as teacher when in school and at

home? Most of them, answered that it is all about the time management since

through time we can so a lot of things needed to fulfill our obligations. On the

side of Ma’am Sarah Ledesma and CB Harren James Bautista, when they have

unfinished school work they tend to divide those tasks on what they will do at

home just to lessen the school works and for them also to do their other

obligations especially in the part of Sir Harren since he have a lot of duties in

Lemery Colleges that is why, he manage his time carefully to execute those task

rested on his profession. While in the side of our other two interviewee, Ma’am

Jamaica Lawi, and Ma’am Mherjane Landicho, they prefer to finish their work and

tasks in school because they believe that when they go back home, work is not

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included anymore because it is the time to bond with their families. And their

family ties maybe strong so that, it is very important for them to a lot enough time

for their families.

KEY TERMS

“Time management” is the process of organizing and planning how to divide your time

between specific activities. Good time management enables you to work smarter – not

harder – so that you get more done in less time, even when time is tight and pressures are

high.

Family time

The role of the family can have a significant impact on emotional and behavioral

issues in children. A number of studies have recommended spending quality time

with children as the first step to raising happy children who will make a positive

contribution to society.

The ultimate goal of family time is to create opportunities for all members of the

family to love and understand each other, in the process growing happy, well-

adjusted children.

The following benefits further reinforce the importance of family time:

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1. Fosters communication

Being together as a family creates opportunities to have important family

discussions.

2. Helps build confidence and self-esteem

Spending quality time together provides an opportunity for parents to

discover what their children’s strengths and weaknesses are. It also opens

the door to sharing new experiences together which can help build

confidence and improve self-esteem.

3. Provides opportunities to role model

Parents are a child’s greatest and most influential teacher. Spending time

as a family, provides parents with the opportunity to role model the

behavior that they expect of their children.

4. Teaches children vital social skills

Good social skills are essential in adolescence. It can be challenging for

teenagers to understand appropriate social behavior and navigate sticky

social situations. Spending quality time as a family allows the opportunity

for children to practice social skills at home in a natural context.

5. Provides bonding opportunities

There is no doubt that creating shared memories together goes a long

way toward strengthening family ties and bonds. Trying new experiences,

supporting one another and communicating are positive steps toward

building healthy relationships.

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6. Improves mental health

When spending time together, children can voice their thoughts and

feelings and seek advice about issues that have been troubling them.

Participating in happy, shared experiences can also have a profound

effect on mental wellbeing.

7. Helps a child feel loved

If a child has your undivided attention, it signals that they are loved and

important to you. This can be further nurtured by experiencing joyful activities

together, as it demonstrates that you want to spend time with your children

over and above all of the daily demands.

C. How do you group your students, in terms of group

works?

The teachers that we interviewed have the same way of organizing or

dividing the students into groups. The first way is through the student’s last name

which is conducted by counting based on the prospective number of groups, and

this way is the second common way in grouping the students. While the other

one is by counting through based on sitting position of the students.

CONCLUSIONS

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1. The most prefer way of teaching or teaching tool is the use of Integration

Technology that gain 62.5% out of our eight interviewee.

2. They divide their task through the use of time management which is the

fundamentals in doing various tasks.

3. They group their students based on the last name and sitting position of

the learners.

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