DEVELOPMENT OF CURICULUM

Curriculum Goals

The main goal of the curriculum is for Filipino learners to become mathematically proficient
and critical problem solvers.

The development of mathematical proficiency among learners involves the development of

confidence and competence in different aspects of mathematics and includes becoming
increasingly aware of the value and usefulness of mathematics.

According to Polya (1981), problem solving is “finding a way out of a difficulty, a way around
an obstacle, attaining an aim which was not immediately attainable” (p. ix). Further, the
National Council of Teachers of Mathematics (NCTM), (2000) asserts that “solving problems
is not only a goal of learning mathematics but also a major means of doing so” (p. 52).

In mathematics education, problem solving has been considered as a goal, as a process, and
as a basic skill. The processes involved in solving mathematical problems, from recognizing
and understanding a problem, to modelling the problem through different representations, to
planning a solution, to executing the solution, and to finally checking whether the problem
has been solved, demonstrate that problem solving is a very important life skill for 21st-
century citizens to possess.

Theoretical and Philosophical Bases

Mathematics is a diverse discipline. With its universal applicability, it finds widespread use in
various fields of endeavor, especially in solving real-world problems. It is essential that
learners be mathematically proficient and critical thinkers to effectively tackle such
problems.

Effective mathematics teaching requires understanding what students know and need to
learn, and then challenging and supporting them to learn it well. It also requires knowing
and understanding mathematics, students as learners, and pedagogical strategies (NCTM,
2000).

The teaching practices recommended by NCTM are grounded in views of knowledge,

learning, and teaching informed by a constructivist perspective (e.g., Ball & Bass; Confrey,
1991; Gelman, 1994; Smith, diSessa & Roschelle, 1993). Teaching mathematics through
constructivist methods allows students to deepen their knowledge beyond rote
memorization, to develop meaningful contexts, and to take charge of the learning process as
active participants rather than mere observers (WGU, 2020). These constructivist theories
point to active learning, cognitive development in the context of social interaction, and
conceptual understanding as critical in the teaching of mathematics.

Piaget’s theory of cognitive development (1977) states that all knowledge is constructed,
and the instrument of instruction includes cognitive structures that themselves are products
of continued construction. In the preoperational stage, Piaget suggests that elementary
school children need concrete objects, pictures, actions, and symbols to develop a deep
understanding of mathematical concepts. In addition, Bruner concurs that conceptual
learning begins from active engagement or experiences with concrete tasks (‘enactive’),
moves towards perceptual images (‘iconic’), and then to abstract (‘symbolic’)
representations (Bruner, 1966). For instance, when teaching addition with regrouping for
obtaining, for example, 8 + 6, Grade 1 learners should move blocks in two groups to act out
the idea of using part of one addend so that the other addend will become a complete “ten.”
This hands-on approach views numbers as quantities and not mere numerals, and
progresses to pictorial representation of the same problem type. Learners’ advancement
leads to mental visualization and application of manipulations to abstract problems. Thus,
the ultimate objective of mathematics education, as outlined in the Concrete-
Representational-Abstract (CRA) Model, is to guide learners towards representations and
operations that involve abstract symbols (Hui et al., 2017).

Vygotsky (1978), on the other hand, states that an individual cannot develop without
interacting with the environment as emphasized in his zone of proximal development. By
incorporating this theory into their teaching practices, teachers can tailor strategic
instructional plans for groups or individual learners at various developmental stages. By
effectively connecting complex material to familiar concepts, teachers can offer appropriate
scaffolding such as strategic social interactions, tailored learning experiences, and
instructions aligned with a learner’s prior performance, intuition, and current thought
processes. This improves the learner’s ability to make sense of new situations, build on prior
knowledge, and transfer learning. In teaching mathematics, these strategic instructional
plans include the use of manipulatives, games, models, partial solutions, or making use of
contextual problems based on the learner’s interest.

Meanwhile, Glasersfeld (1987) claims that knowledge is not passively received but actively
built up by the cognizing individual and thus, knowledge is the result of a self-organized
cognitive process. This suggests that all knowledge is constructed rather than perceived
through the senses. For instance, learning multiplication is not just about memorizing the
multiplication facts, but it is also important for learners to understand the concepts
underlying multiplication. Learners who lack understanding of fundamental concepts are
more likely to struggle with higher-order thinking.

The use of representations in mathematics helps to demonstrate a learner’s thinking.

Whether these representations are concrete or abstract, they help them analyze the
problem at hand, formulate an idea, and extend their reasoning. The NCTM Standards (2000)
include that curriculum should emphasize that learners create and use representations to
organize, record, and communicate mathematical ideas; select, apply, and translate
mathematical representations to solve problems; and use representations to model and
interpret physical, social, and mathematical phenomena (cited in Fennell & Rowan, 2001).

Curriculum Framework

The framework designed for the revised Mathematics curriculum for Grades 1 to 10 guides
teachers in their preparation of mathematically rich lessons and helps them in working
towards the main curriculum goal. To achieve the main goal, three facilitating facets have
been developed: content, skills, and disposition. The three facilitating facets are further
reinforced by three supporting components: pedagogy, assessment, and resources, with
each of these being relevant to the learning context, the curriculum content, and the
learning phases of the learners. Figure 1 shows the diagrammatic representation of the
framework designed for the revised curriculum.

These strands are

: • Conceptual Understanding – comprehension of mathematical concepts, operations, and

relations;

• Procedural Fluency – skill in carrying out procedures flexibly, accurately, efficiently, and
appropriately;

• Strategic Competence – ability to formulate, represent, and solve mathematical problems;

• Adaptive Reasoning – capacity for logical thought, reflection, explanation, and justification;
and

• Productive Disposition – habitual inclination to see mathematics as sensible, useful, and

worthwhile, coupled with a belief in diligence and one’s own efficacy (p. 116).

These intertwining strands of mathematical proficiency are also covered in the SEAMEO
Basic Education Standards (SEABES): Common Core Regional Learning Standards (CCRLS)
in Mathematics and Science (2017). The SEA-BES CCRLS refers to: (1) cultivating basic
human characters through mathematical values, attitudes and habits of mind; (2)
developing creative human capital and process skills; and (3) the importance of knowledge
of mathematics in cultivating well-qualified citizens. Facione and Gittens (2016) define
critical thinking as “the process of purposeful, reflective judgment” (p. 386). They further
asserted that “the critical thinking process applies cognitive skills of interpretation, analysis,
inference, evaluation, explanation, and self-regulation in an effort to judge what to believe or
what to do” (p. 36). The revised Mathematics curriculum will aim to develop among learners’
proficiency in solving mathematical problems critically, grounded in strong conceptual
knowledge, strategic use of mathematical skills and processes, and desirable values and
disposition in mathematics, thus assisting them to become productive and successful 21st-
century citizens.

The Facilitating Facets

The three facilitating facets for achieving the curriculum goal of the Grades 1 to 10
Mathematics curriculum are content, skills, and disposition.

Content

To become mathematically proficient and critical problem solvers, learners need to be

equipped with strong mathematical knowledge and understanding. Lessons that are logically
sequenced and interconnected enable students to learn deeply and flexibly.

Skills

As proficient problem solvers, learners need to possess a range of mathematical skills. Such
skills enhance the ability to analyze and evaluate mathematical situations and obtain
solutions to real-world problems. In today’s highly technological world, the teaching and
learning of mathematics needs to include, and also go beyond, calculations and algorithmic
procedures. This is because such calculations and procedures can be carried out by
calculation devices and software applications.

Disposition

Disposition is closely related to “attitude” and “value.” Values are the “guiding principles
that underpin what people believe to be important when making decisions in private and
public life … [while] attitudes are underpinned by values and beliefs and have an influence
on behaviour” (Organization for Economic Co-operation and Development [OECD], 2019, p.
4). Mathematical disposition also incorporates appreciation of values intrinsic to
mathematics such as its coherence and consistency, precision and clarity, and generality
and extendibility.

The Supporting Components

The three components designed to support the facilitating facets for achieving the
curriculum goal of the Grades 1 to 10 Mathematics curriculum are pedagogy, assessment,
and resources.
Pedagogy

Pedagogy is concerned with the methods used to deliver a curriculum. The quality of
mathematics learning depends on the quality of the various learning experiences employed
to engage and instruct learners.

Assessment

Assessment complements pedagogical approaches and is a vital aspect of curriculum

implementation in mathematics

Resources

The learning of mathematics needs to be supported with a variety of teaching and learning
resources. Electronic and print resources need to be carefully selected and judiciously used.
Teachers and other instructional leaders are acknowledged as key resources in the
implementation of the curriculum.

Structure of the Learning Area

Big Ideas

Charles (2005) defines a big idea as “a statement of an idea that is central to the learning of
mathematics, one that links numerous mathematical understandings into a coherent whole”
(p. 10). The notion of Big Ideas lays the foundation for defining the context of the curriculum
in terms of its mathematics content. The formulation of these Big Ideas illustrates the
connections across the various mathematical concepts in the different stages of the learning
process. These Big Ideas are present in curriculum content domains and across the
curriculum stages. They are interconnected and support and reinforce the integration of key
concepts, while supporting and reinforcing each other. With the notion of Big Ideas,
“mathematics is no longer seen as a set of disconnected concepts, skills, and facts. Rather,
mathematics becomes a coherent set of ideas” (p. 10).

The revised curriculum identifies twelve Big Ideas

: 1. Numbers – Real numbers can be paired one-to-one with the points on the number line,
and so can quantify and describe a mathematical or real-world object and its attributes.

2. Measures – Some attributes of a mathematical or real-world object can be quantified by

using measures, so that they can be studied further. Page 9 of 36

3. Shapes, Space, and Graphs – Mathematical objects such as geometric figures, solids,
equations, inequalities, relations, and data can be visualized using shapes and graphs and in
space.

4. Patterns, Relations, and Functions – Mathematical rule, graph, or table can be used
to assign object(s) from one set to object(s) from another set to show specific relations
between the two sets.

5. Data – Data can be collected and processed to obtain meaningful information.

6. Chance – The number 0 and 1 (inclusive) can be used to quantify and describe the
chances for an event to occur.

7. Representations and Communications – Mathematical objects, properties, operations,

and quantities (known or unknown) can be traslated, represented, and communicated
concretely or visually in a precise manner by using numbers, symbols, notations, variables,
expressions, equations, geometric figures, flowcharts, tables, and graphs.

8. Relationships – The relationships that exists between mathematical concepts (e.g.

objects, statements) can be used to generate more properties about them and to connect
them to other concept in mathematics.

9. Operations and Transformations – Meaningful operations or transformations can be

performed on a collection of mathematical objects or statements to obtain another
mathematical object or statement that models a situation.

10. Properties and Applications – A mathematical object has properties that define the
object or describe its attributes, and these properties and their logical consequences can be
applied to mathematical and real-world problems.

11. Equivalence – Mathematical objects or statements can be represented or stated in

different ways that have the same value, form, or logical meaning.

12. Reasoning and Proof – Mathematical reasoning and proofs establish and communicate
the truth and falsity of a mathematical statement, computational and/or verbal procedure,
and problem-solving process.

Developmental Sequence of Concepts “Any subject can be taught in some intellectually

honest form to any child at any stage of development (Bruner, 1977, p.33).” Even the most
complex mathematical concept can be learned at a young age if it is properly structured,
suitably scaffolded, and progressively revisited over a span of time, gaining mastery and
rigor along the way.

Harden and Stamper (1999) present the following features of a curriculum that incorporates
a developmental sequence of concepts:

Vertical and Horizontal Articulation -Vertical and horizontal articulation are used with
the aim of ensuring that standards and competencies are logically sequenced within the
mathematics curriculum and across learning areas

Vertical Articulation -Vertical articulation is concerned with the development of

mathematical knowledge, skills, and understanding across the grades in the curriculum. Key
Stage 1 centers on foundational competencies in the three content domains. These
competencies gradually progress to Key Stages 2 and 3, with an emphasis on analysis,
reasoning, and communicating mathematically to confidently solve mathematical problems.

Horizontal Articulation -Horizontal articulation is concerned with the role of mathematics

across the curriculum. For instance, the concepts and skills in Key Stage 1 are indispensable
in the development of foundational skills in other learning areas. Predominantly falling under
languages learning areas, foundational skills in reading and writing are requisite to a fuller
understanding of mathematical concepts and skills, including in reading and writing
numbers expressed using numerals and in words, determining place value, and counting.

Development of 21st Century Skills -The knowledge, skills, attitudes, and competencies
that learners need to develop so that they can prepare for and succeed in work and life in
the 21st century are referred to as “21st century skills.” Through the facilitating facets and
supporting components, the mathematics curriculum promotes and develops information,
media and technology skills; learning and innovation skills; communication skills; and life
and career skills (DepEd Order 21 S. 2019, p. 6).
Social Issues and Government Priorities -The learning competencies and performance
standards of the curriculum are relevant in the address of some societal issues.

STEM -Science, Technology, Engineering, and Mathematics (STEM) is a government priority

and is significant in the development of problem solvers and innovative thinkers.

Financial Literacy-Financial literacy is “the ability to use knowledge and skills to manage
one’s financial resources effectively for lifetime financial security” (Mandell, 2009)

Pedagogy, Assessment and Resources -The achievement of the Mathematics curriculum

goals requires explicit guidance on instruction, on the role of assessment, on the use of
resources for teaching and learning, and on the use of student context.

Pedagogy-In broader terms, there are two types of knowledge at play in a mathematics
classroom: the mathematical knowledge that the learners have gained from their everyday
experiences and the mathematical knowledge articulated in the curriculum.

Assessment- As a vital aspect of curriculum implementation in Mathematics, assessment

plays a key role in shaping learners’ thinking about their mathematical potential, moving
away from performance and towards an emphasis on growth and learning (Boaler, Dance &
Woodbury, 2018).

Resources- Appropriate resources are fundamental to supporting the delivery of a quality

curriculum. Such resources are developed and disseminated to schools for the various
learning areas and grades.

The Role of Language- Mathematics has its own specialized terminology to name objects
such as numbers, polygons and functions; its own specialized symbolic and representational
system; and its own rules for working with these objects.

Curriculum Organization

1) Standard – In its broadest sense, it is something against which other things can be
compared to for the purpose of determining accuracy, estimating quantity or judging quality.
It is a stated expectation of what one should know and be able to do.

2) Key Stage – This refers to stages in the K to 12 Program reflecting distinct

developmental milestones. These are Key Stage 1 (Kindergarten – Grade 3), Key Stage 2
(Grades 4 – 6), Key Stage 3 (Grades 7 – 10), and Key Stage 4 (Grades 11 and 12).

3) Key Stage Standard* – This shows the degree or quality of proficiency that the learner
is able to demonstrate in each key stage after learning a particular learning area in relation
to the core learning area standard.

4) Grade Level Standard – This shows the degree or quality of proficiency that the learner
is able to demonstrate in each Grade after learning a particular learning area in relation to
the core learning area standard.

5) Content Domain** – This is a particular strand (or ‘domain’) of the curriculum in which
the scope and sequence of a set of related topics and skills are covered.

6) Content Standard – The content standards identify and set the essential knowledge
and understanding that should be learned. They cover a specified scope of sequential topics
within each learning strand, domain, theme, or component. Content standards answer the
question, “What should the learners know?”
 7) Learning Competency – This refers to a specific skill performed with varying degrees of
independence. It has different degrees of difficulty and performance levels. It also refers to
the ability to perform activities according to the standards expected by drawing from one’s
knowledge, skills, and attitudes.

8) Performance Standard – The performance standards describe the abilities and skills
that learners are expected to demonstrate in relation to the content standards and
integration of 21st century skills. The integration of knowledge, understanding, and skills is
expressed through creation, innovation, and adding value to products/performance during
independent work or in collaboration with others.