LESSON III

Mathematics Framework for Philippine Basic Education

Students today require stronger

mathematical knowledge, skills and values to
pursue higher education, to compete and be
part of the technologically oriented
workforce and to be informed citizens. They
must gain an understanding of the
fundamental ideas of numbers and number
concepts, measurement, geometry,
probability, data analysis, Patterns,
Functions and Algebra. They must be
proficient in computing, problem solving,
representing ideas and concepts and in
connecting mathematics to other areas in
life. Students must learn to use a variety of
methods and tools to compute, including
paper and pencil, mental arithmetic,
estimation, calculators and computers.
The use of technology and other hands-on tools must be an integral part of learning mathematics.
However, technology alone shall not be regarded as a substitute for all pedagogies particularly,
if these have been proven effective in developing students’ mathematical understanding,
proficiency in solving and computing.

PROBLEM SOLVING
A person who thinks critically and analytically is often successful in problem solving.
Desirable problem solving skills include the ability to:
1) recognize that a problem exists;
2) identify or define the problem;
3) propose ways to solve the problem;
4) act on the proposed solutions and;
5) determine that the problem is solved.

COMMUNICATING MATHEMATICALLY
A person who thinks critically and analytically should be able to communicate
mathematical ideas using the precise language of mathematics. This includes the ability to use
the special vocabulary and symbols of mathematics, represent and describe mathematical ideas
and synthesize concepts and ideas through the use of mathematical structures and relationships.
REASONING
A person who thinks critically and analytically is able to make reasonable and logical
statements. This includes the ability to use both deductive and inductive reasoning skills in order
to make meaningful statements, justify steps in mathematical procedures and analyze arguments
to determine whether conclusions are valid or not.

MAKING MATHEMATICAL CONNECTIONS

A person who thinks critically and analytically is able to extend his/her thinking in order
to connect mathematical ideas to other areas of study or aspects of life. This includes the ability
to use a variety of representations – graphical, numerical, algebraic, verbal and physical – of
mathematical ideas and apply concepts and procedures of mathematics to other disciplines or
areas of study and aspects of life.

MATHEMATICAL CONTENT
The Philippine mathematics education program at the elementary and secondary levels
aims to teach the most fundamental and useful contents of mathematics and organizes these into
the following strands: Numbers and Number Sense; Measurement; Geometry; Patterns, Functions
and Algebra and Data, Analysis and Probability. This organization of the contents was influenced
by the 1995, 1999 and 2003 TIMSS studies.

NUMBERS AND NUMBER SENSE

The general objectives of this strand include enabling students to:
• Read, write and understand the meaning order and relationship among numbers and
number systems;
• Understand the meaning, use and relationships between operations on numbers;
• Choose and use different strategies to compute and estimate.

This strand focuses on students’ understanding of numbers (counting numbers, whole

numbers, integers, fractions, decimals, real numbers and complex numbers), properties,
operations, estimation and their applications to real-world situations. The learning activities must
address students’ understanding of relative size, equivalent forms of numbers and the use of
numbers to represent attributes of real world objects and quantities.
Students are expected to have mastery of the operations of whole numbers, demonstrate
understanding of concepts and perform skills on decimals, fractions, ratio and proportion, percent
and integers. Students are expected to demonstrate an understanding of numerical relationships
expressed in ratios, proportions and percentages. They are also expected to understand
properties of numbers and operations, generalize from numerical patterns and verify results.
Students are expected to perform basic algorithms and use technology appropriately
MEASUREMENT
The Measurement strand in Basic Education should enable students to:
• Know and understand basic attributes of objects and the different systems used to
measure these attributes;
• Understand, use and interpret readings from different instruments and measuring
devices;
• Choose and use different strategies to compute, estimate and predict effects on
measures.

This strand focuses on using numbers and measures to describe, understand and compare
mathematical and concrete objects. Students learn to spot traits, select apt units and tools, apply
measurement concepts and explain measurement-related ideas.
Students are expected to use the measurement attributes of length, mass/weight,
capacity, time, money and temperature. Students should demonstrate their ability to extend basic
concepts in applications involving perimeter, area, surface area, volume and angle measure.
Students should be able to use measuring instruments and use technology for calculations with
imprecise measurements.

GEOMETRY
Geometry in Basic Education should enable students to:
• Explore the characteristics and properties of two and three dimensional geometric
shapes and formulate significant geometric relationships;
• Use coordinate geometry to specify locations and describe spatial relationships;
• Use transformations and symmetry to analyze mathematical situations;
• Use spatial visualization, reasoning and geometric modeling to solve routine and
nonroutine problems;
• Use geometric proofs to develop higher-order thinking skills (HOTS).
This content strand addresses the goal of developing reasoning skills in formal and
informal settings. The extension of proportional thinking to similar figures and indirect
measurement is an important aspect of this strand.
Students are expected to model properties of shapes and use mathematical
communication skills to draw figures given its description. Students are expected to understand
properties of geometric figures and apply reasoning skills to make and validate conjectures about
transformations and combinations of shapes. They are also expected to demonstrate various
geometric and algebraic connections.
PATTERNS, FUNCTIONS AND ALGEBRA
This strand extends from simple patterns to basic algebra concepts at the elementary level
to functions at the secondary level. Patterns, Functions and Algebra should enable students to:
• Recognize and describe patterns, relationships, changes among shapes and quantities •
Use algebraic symbols to represent and analyze mathematical situations
 • Represent and understand quantitative relationships using mathematical models.
Students are expected to use algebraic notation and thinking in relevant contexts to solve
mathematical and real-world problems. Students are required to translate mathematical
representations and use equations. They should be able to solve equations and inequalities
through various methods. They should be able to use basic concepts of functions to describe
relationships.

DATA, ANALYSIS AND PROBABILITY

Data, Analysis and Probability in Basic Education should enable students to:
Statistics and statistical concepts extend basic skills to include analyzing and interpreting
increasingly complex data. Dealing with uncertainty and making predictions and outcomes require
understanding of not only the meaning of basic probability concepts but also the application of
those concepts in problem solving and decision-making situations. Students are expected to apply
their understanding of number and quantity in solving problems involving data and to use data
analysis to broaden their number sense. They are expected to be familiar with various graphs.
They should be able to make predictions from data and be able to explain their reasoning.

COGNITIVE DEMANDS
Higher expectations are necessary, but not sufficient to accomplish the goals of Philippine
school mathematics education for all students. Tis framework starts from the premise that equal
opportunities must be given to all students regardless of learning styles and levels of ability in
order to meet the demands in learning quality mathematics and assimilate the values intrinsic to
the discipline. The cognitive demands under the proposed framework are classified under the six
general categories: Visualization, Knowing, Computing, Solving, Applying and Proving.

VISUALIZING
This means using one’s creativity and imagination to create images, pictures and other
means to represent and understand mathematical concepts.

KNOWING
This means understanding concepts, memorizing and recalling facts and procedures.

COMPUTING
This is the ability to estimate, compute, calculate, use correct algorithms and determine
the final results.
SOLVING
To solve means to understand the problem to be solved, to make a plan on how to solve
the problem, to act on the plan and to evaluate the results of the solution. This includes creating
new procedures and multiple strategies to be able to solve problems.

APPLYING
This refers to the ability to recognize situations that call for the use of mathematics
concepts and procedures and the ability to use these concepts and procedures judiciously.

PROVING
This is the ability to verify statements, justify steps taken, produce proofs of important
theories, hypothesize and generalize. This includes making conjectures and finding ways to
support or prove these conjectures. Reasoning and proving go together – proving enhances one’s
reasoning skills and conversely, reasoning skills are needed to prove a result.

COGNITIVE VALUES
Critical and analytical thinking cannot be fully developed without promoting desirable
cognitive values. The cognitive values that must be taught among others are:

OBJECTIVITY
This stands for developing precision and accuracy, as well as being able to relate
mathematics to one’s personal aspirations. As learners recognize and adhere to the structure of
mathematics, they are able to develop self-discipline and, in turn, are able to evaluate the
mathematical thinking and strategies of others fairly.

FLEXIBILITY AND CREATIVITY

Although mathematics has structure, a fixed set of norms, rules and patterns to follow,
there are many ways of applying and combining these rules while doing mathematics. Flexibility
and creativity includes being able to solve problems in various ways, in the quest to find the most
efficient solution. Further, this value allows learners to see topics from a particular branch of
mathematics as being connected to other branches of mathematics and non-mathematical fields
as well.
UTILITY
This involves recognizing the practicality and usefulness of mathematics in making sense
of the world and appreciating its many real-life applications.

CULTURAL-ROOTEDNESS
This is appreciating the cultural value of mathematics and its origins in many cultures, its
rich history and how it has grown and continues to evolve. This includes the ability of students to
recognize that they, as learners of mathematics, can contribute to our nation’s funds of
knowledge.

INTROSPECTION
Self-refection or metacognition is being able to “think about one’s thinking” which includes
the ability to justify and verify the accuracy of one’s work. An introspective learner is one who is
able to explain one’s mathematical thinking, solutions and reasoning verbally and in writing.
Productive disposition Having positive attitudes and beliefs towards mathematics is
recognizing mathematics as a sensible and worthwhile endeavor (NRC, 2001). This includes the
ability to look beyond the challenge that mathematics poses and view it as being fun and
interesting. Further, having a productive disposition towards math allows one to believe that one’s
efforts in mathematics do pay of - mathematics can be learned and students are capable of
learning it.

Teacher’s Insights

The goal of mathematics education is to develop a mathematically empowered

citizenry. For Filipino students, the goal of Mathematical Empowerment focuses on developing
critical and analytical thinking skills among all Filipino students. Critical and analytical thinking
encompass the following skills as well: Problem Solving, Communicating Mathematically,
Reasoning and Making Mathematical Connections. The vision is to achieve the focus goal
through the teaching of a solid mathematical content, the development of strong cognitive
skills and the promotion of desirable cognitive values to all Filipino students no matter their
background or circumstance.