Posted in Curriculum Reform

Teachers, principals, DepEd, this one’s for you

I got this comment from my post Curriculum  change and understanding by design: what are they solving? It’s from a student with very legitimate complain, concern, and challenge. Sometimes we are so focussed on finishing the syllabus, following curriculum requirements that we forget what it’s  doing to our learners.

As a student, I don’t like the new curriculum. Due to the new curriculum, we are bombarded with around 10 projects at a single time with the exact same deadline. We’re given a week or two to create all those projects and we’ve got 8 hours of school. We’re exerting all our after school hours into creating projects since we’re not always given project making time in class. It doesn’t hurt either that they put the deadline schedule in line with Long Test (Hell) week… I mean, seriously, we’re not really learning more from this. Maybe if the distribution of projects and such were spread out more, then the curriculum could work, but with the new curriculum we have no time for our extra curricular activities. I had to quit debate and pep just so I could work on my projects and have time for studying. It’s really draining. I’m even contemplating to cut my Chinese classes just so I could have around 8 hours of sleep a night. :/

Also, I agree with the “It’s the teaching, stupid”. Most kids in our level do better when the teacher is an effective teacher– we don’t need to like the teacher, we just need teachers who actually know how to teach. We don’t need some teacher who just tells us to open a book, read and understand or a teacher who reads verbatim from the books or powerpoint– we need a teacher who can really elaborate on a subject and actually answer our questions.

Here’s another comment from another student:

Those performance tasks.. they make every student’s life miserable… pinapahirapan ng performance tasks ang mga buhay ng estudyante.. at isa na ako dun… ayoko ‘tong curriculum!!! para sa akin mas gusto ko yung dati… hindi naman kailangan palitan ang curriculum… hindi ito ang solusyon… may iba pang paraan… imagine… minsan sabay-sabay ang mga performance tasks na ibinibigay sa amin.. nahihirapan kami.. minsan sinasabay ang quiz.. sabay sabay halos lahat ng mga subject.. yung isa kong kaklase sabi niya: Di ba ang mga project binibigay at the end of the Quarter?? hindi sinasabay sa mga quiz, test etc. .. nahihirapan kaming mag study… Yun Lang Po.. I HOPE MANY PEOPLE WILL READ THIS

Posted in Curriculum Reform

What is mathematical literacy?

Defining mathematical literacy

The Program for International Student Assessment (PISA) of the OECD describes mathematical literacy as:

“an individual’s capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgments and to use and engage with mathematics in ways that meet the needs of that individual’s life as a constructive, concerned and reflective citizen” (OECD,1999).

Mathematical literacy therefore involves more than executing mathematical procedures and possessions of basic knowledge that would allow a citizen to get by. Mathematical literacy is mathematical knowledge, methods, and processes applied in various contexts in insightful and reflective ways. According to de Lange, mathematical literacy is the overarching literacy that includes numeracy, quantitative literacy and spatial literacy. Each of these type of literacy empowers the individual in making sense of and understanding aspects of the world and his/her experiences.

De Lange’s tree structure of mathematical literacy.Spatial literacy empowers an individual to understand the three-dimensional world in which he/she lives and move. This necessitates understanding of properties of objects, the relative positions of objects and its effect on one’s visual perception, the creation of all kinds of three-dimensional paths and routes, navigational practices, etc. Numeracy is the ability to handle numbers and data in order to evaluate statements regarding problems and situations that needs mental processing and estimating real-world context. Quantitative literacy expands numeracy to include use of mathematics in dealing with change, quantitative relationships and uncertainties. Click here for deLange’s paper on this topic.

Implications to curriculum and instruction

To identify and understand the role that mathematics plays in the world is to be literate about mathematics and its applications. This means that individuals need to have an understanding of its core concepts, tools of inquiry, methods and structure.

To be able use mathematics in ways that meet the needs of one’s life as a constructive, concerned, and reflective citizen necessitates learning mathematics that is not isolated from the students’ experiences.

To be able to use mathematics to make well-founded judgment demands learning experiences that would engage students in problem solving and investigation as these would equip them to use mathematics to represent, communicate, and reason, to make decisions and to participate creatively and productively in the functioning of society.

These show that mathematical literacy requires learning mathematical concepts and principles that would be applicable to the individual and society’s life and activities; equip individuals the necessary skills in using mathematics to reason and make decisions; enable individuals to get a sense of the nature and power of the discipline in order to understand its role in the world.

To teach mathematical literacy, curriculum and instruction should therefore include these 3 R’s:

  • Relevant mathematical concepts, principles and procedures
  • Real-life context which can be investigated and modeled mathematically
  • Rich mathematical tasks that fosters conceptual understanding and development of skills and habits of mind

Check out these great books on mathematical literacy: