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Study Guide in EGE16 –Teaching Mathematics in the Intermediate Grades Module No. 2
STUDY GUIDE FOR MODULE NO. 2
MODULE 2
Goals, Objectives, and Curriculum Content
in Mathematics Education for Intermediate
Grades
MODULE OVERVIEW
In this module, you will be provided with an understanding of the goals, objectives, and
curriculum content in mathematics education for intermediate grades (4 to 6) in the Philippines.
History and development of mathematics in the K-12 Basic Education Curriculum will be discussed,
as well as content areas, skills and processes, values and attitudes, and tools and contexts for
mathematics teaching and learning. More importantly, it will explore ways on how you can better
teach these concepts and skills in your classrooms.
MODULE LEARNING OBJECTIVES
At the end of the module, you should be able to:
1. explain and discuss the goals and objectives of the Key Stage 2 of the K-12 Basic Education
Program Elementary Mathematics Education.
2. identify and discuss content/ scope and sequence of Mathematics in the K-12 BEC for the
intermediate grades.
LEARNING CONTENTS
INTRODUCTION
As previously discussed in Module 1, Mathematics is a subject that develops logical thinking,
problem-solving, and creativity. It is also a language that can express patterns, relationships, and
ideas. Mathematics is essential for understanding and participating in various aspects of life, such
as science, technology, and society.
Mathematics in the K-12 Basic Education Curriculum (BEC) has undergone several changes
and revisions over the years, based on the studies and consultations conducted by the Department
of Education (DepEd). These changes and improvements aim to provide learners with a solid
foundation in mathematics that will prepare them for higher education, work, and citizenship. The
contents of Mathematics include Numbers and Number Sense, Measurement, Geometry, Patterns
& Algebra, and Statistics and Probability derived from the MATHTED & SEI (2010) framework. Each
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content has specific goals and objectives for the intermediate grades (Grades 4 to 6).
The goals, objectives, and curriculum content in mathematics education for intermediate
grades are based on the standards and frameworks set and developed by the Department of
Education (DepEd). These now outline the expected learning outcomes, competencies, and skills
that learners should acquire and demonstrate at the end of each grade level. They also guide
teachers on how to design and implement effective and engaging mathematics instruction and
assessment.
GOALS AND OBJECTIVES OF THE K12 BASIC EDUCATION PROGRAM
ELEMENTARY MATH CURRICULUM
Mathematics is a subject that pervades life at any age, in any circumstance. Thus, its
importance transcends beyond the four walls of the classroom and the school. It is a fundamental
subject that plays a crucial role in a student's academic and personal development. It is a language
that enables individuals to understand and make sense of the world around them, providing them
with the knowledge and skills needed to solve problems, reason logically, and think critically.
Mathematics is essential for success in many areas of life, such as science, engineering, finance,
and technology. Therefore, it is crucial to have a comprehensive and well-structured mathematics
curriculum that provides students with a strong foundation in mathematical concepts and skills. In
this way, they will be prepared to tackle more complex problems and challenges as they progress
through their academic and personal lives.
The Department of Education (DepEd) has developed a conceptual framework for
mathematics education (please refer to Figure 1) that provides a comprehensive guide for the
teaching and learning of mathematics from grade 1 to grade 10. This framework outlines the goals,
objectives, and curriculum content for mathematics education and provides a set of high-level skills
and processes, desirable values and attitudes, and appropriate tools and contexts for mathematics
teaching and learning. In this way, the framework aims to develop the critical thinking and problem-
solving skills of learners, enabling them to make sense of the world around them and prepare them
for higher education, work, and citizenship.
The twin goals of Mathematics in the basic education levels, K to 10 are Critical Thinking
and Problem Solving. Critical Thinking based on the definition of Scriven and Paul (1987) is the
intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing,
synthesizing, and/or evaluating information gathered from, or generated by observation, experience,
reflection, reasoning, or communication, as a guide to belief and action.
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Study Guide in EGE16 –Teaching Mathematics in the Intermediate Grades Module No. 2
On the other hand, Problem Solving in Mathematics according to Polya (1945 & 1962) is
finding a way around a difficulty, around an obstacle, and finding a solution to a problem that is
unknown. These two goals are to be achieved with an organized and rigorous curriculum content, a
well-defined set of high-level skills and processes, desirable values and attitudes, and appropriate
tools, recognizing the different contexts of Filipino learners as well.
There are five content areas in the curriculum, as adopted from the framework prepared
by MATHTED & SEI (2010): (1) Numbers and Number Sense, (2) Measurement, (3) Geometry, (4)
Patterns and Algebra, and (5) Probability and Statistics.
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Figure 1. The Conceptual Framework of Mathematics Education
The specific skills and processes to be developed based on the Conceptual Framework of
Mathematics Education are: Knowing and Understanding; Estimating, Computing, and Solving;
Visualizing and Modelling; Representing and Communicating; Conjecturing, Reasoning, Proving,
and Decision-making, and: Applying and Connecting. The values and attitudes to be honed and
developed are as follows: Accuracy, Creativity, Objectivity, Perseverance, and Productivity.
The use of appropriate tools is needed in teaching mathematics. These include
manipulatives, measuring devices, calculators and computers, Smartphones and tablet PCs, and
the Internet. Contexts refer to a locale, situation, or set of conditions of Filipino learners that may
influence their study and use of mathematics to develop critical thinking and problem-solving skills.
It also refers to beliefs, environment, language, and culture that include traditions and practices, and
the learner’s prior knowledge and experiences.
The framework is supported by the following underlying learning principles and theories:
Experiential and Situated Learning, Reflective Learning, Constructivism, Cooperative
Learning, and Discovery and Inquiry-based Learning. The mathematics curriculum is grounded
in these theories.
Experiential learning as advocated by David Kolb is learning that occurs by making sense of
direct everyday experiences. Experiential learning theory defines learning as "the process whereby
knowledge is created through the transformation of experience. Knowledge results from the
combination of grasping and transforming experience" (Kolb, 1984, p. 41). Situated learning,
theorized by Lave and Wenger, is learning in the same context on which concepts and theories are
applied.
Reflective learning refers to learning that is facilitated by reflective thinking. It is not enough
that learners encounter real-life situations. Deeper learning occurs when learners can think about
their experiences and process them, allowing them to make sense of and meaning of their
experiences.
Constructivism is the theory that argues that knowledge is constructed when the learner can
draw ideas from his own experiences and connect them to new ideas that are encountered.
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Cooperative Learning puts a premium on active learning achieved by working with fellow
learners as they all engage in a shared task.
The mathematics curriculum allows for students to learn by asking relevant questions and
discovering new ideas. Discovery and Inquiry-based learning (Bruner, 1961) support the idea that
students learn when they make use of personal experiences to discover facts, relationships, and
concepts.
LEARNING ACTIVITY 1
GUIDE QUESTIONS
Name: ______________________________ Course/Year/Section: ___________ Date: _________
Essay: Answer the following questions below briefly but precisely.
1. How does the K to 12 Mathematics Curriculum foster the development of 21 st-century skills
among learners in the intermediate grades?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2. How does the K to 12 Mathematics Curriculum prepare learners for higher education and career
pathways in mathematics and related fields?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
3. How does the K to 12 Mathematics Curriculum address the gaps and challenges in the previous
mathematics curriculum?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
4. Have you heard of the new MATATAG curriculum? What are the similarities and differences
between the MATATAG curriculum and the K to 12 curriculum?
_______________________________________________________________________________
_______________________________________________________________________________
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_______________________________________________________________________________
_______________________________________________________________________________
SUMMARY
Math is so important to children's success in school, in the primary grades, and in future
learning, that it is critical to give children motivating substantive educational experiences. It is
important to give them an early background on the content areas of Mathematics. The contents of
mathematics include Numbers and Number Sense, Measurement, Geometry, Patterns & Algebra,
and Statistics and Probability.
REFERENCES
K-12 Curriculum Guide for Mathematics
Teacher Induction Program Curriculum and Instructions Module 6.4 Mathematics
Teaching Measurement Process in the Primary School
https://research.qut.edu.au/ydc/wp-content/uploads/sites/181/2018/02/Teaching-Measurement-
Processes-in-the-Primary-School.pdf
https://lessonresearch.net/content-resource/measurement-2/
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