UPDATES ON THE K-12 Mathematics Curriculumteng.chlopez.net/data/APSA MATH CIRCLE.pdf · Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik 80 ... Pagsulat sa Filipino

Department of Education

UPDATES ON THE K-12 Mathematics Curriculum

January 29, 2014

Outline of Presentation

K-12 Updates The Math Curriculum and Standards The Senior High School Curriculum Implications to Math Heads and Teachers

DepED Vision

We dream of Filipinos

who passionately love their country

and whose values and competencies

enable them to realize their full potential

and contribute meaningfully to building the

nation.

As a learner-centered public institution,

the Department of Education

consistently improves itself to better serve its stakeholders.

-2013

The K-12 Act was passed in May,

2013 and the IRR was finalized and

signed in September, 2013.

K-12 Updates

K to 12 Enhanced Basic Education Program

R.A. 10533 or the Enhanced Basic Education Act of 2013

The law aims to improve the quality of basic education and adequately prepare high school graduates to be ready for higher education, work or employment, middle skills development, entrepreneurship and make them globally competitive.

The DepEd embarked on a curriculum mapping exercise

Grades 1 &7 were implemented in school year 2012-2013

Grades 2 & 8 were implemented in school year 2013-2014

K-12 Updates

We have coded the curriculum in order to:

Take stock of the present state of the curriculum

We have improved the curriculum using input from external reviewers and partners

K-12 Updates

Try to balance the curriculum and gear it more towards higher order thinking skills

DEPARTMENT OF EDUCATION

Placed emphasis on student evidence of understanding and skills development rather than on content coverage

Ensured continuity of the content that drives skill development across topics as the curriculum moves

from Grade 10 to Grades 11 & 12

Accounted for the different academic vocational and general pathway/tracks that graduates may take

The Curriculum Finalization Updates


Stated explicitly the graduate attributes at the main education exit points which guided

curriculum writers

Stated competencies clearly

The Curriculum Finalization Process

Explicitly stated the nature of higher order thinking skills within each topic.


The SEAMEO Innotech and Melbourne Study Findings

• Emphasizes learning of content but not learning to learn

• Does not encourage meta-cognitive processes

• (reflection on, deriving meaning, non-procedural problem solving)

• A restricted range of higher order thinking skills is developed, many of which are 21st century skills

Findings: Mathematics

No guidance is provided to teachers regarding how teaching approaches should be implemented in classes, in contrast with the other curricula.

Uses more formal mathematical language in its curriculum approach

SEAMEO Innotech and Melbourne Findings:

• Most focused on literacy and less on numeracy and scientific and social knowledge

• Assessment expectations in science and mathematics vary widely. (classroom based assessment data are primarily used for summative rather than formative purposes).

• Data are not used to help identify where a teacher can best intervene to maximise a students’ learning.

Recommendations

• The curriculum should place emphasis on student evidence of understanding and skills development rather than accumulation of content.

• For Math :

• Ensure pace of delivery that allows for development of student understanding and skill rather than mere content coverage

• Ensure that use of technology in mathematics and be in tune with the 21st century demand

Recommendations

• Have a discipline base across and within each grade with topics developed in sophistication each year where this is relevant, without discontinuity

• Demonstrate the potential to emphasise how mathematical and scientific problems relate to the real world, increasing their relevance

The Mathematics Curriculum Framework and Standards

Learning Standard

• refers to how well the student must

perform, at what kinds of tasks, based on

what content, to be considered proficient

or effective

• defines what learning should be achieved

in what grades or over certain grade

spans.

Learning Standard

can be used as a reference point for planning teaching and learning programs, and for

assessing student progress.

should help teachers set targets and monitor achievement and develop programs that support and improve student learning.

DESIGN

Follows the spiral approach across subjects by building on the same concepts in increasing complexity and sophistication.

Content

• The scope and sequence of topics and skills covered in each strand/domain/theme/component

Content Standards

• specify essential knowledge, skills and

habits of mind that should be taught and

learned

• answer the question “What should students

know and be able to do?”

Performance Standards

• express the degrees or quality of proficiency that

students are expected to demonstrate in relation

to the content standards

• answer the questions “How well must students

do their work?” and

• “How do we want them to use their learning or

understanding?”

Competency

• Refers to a specific task performed with mastery. It allows the identification of difficulty levels.

• It also refers to the ability to perform activities within an occupation or function to the standards expected by drawing from one’s knowledge, skills and attitude

Mathematics Curriculum Framework

Mathematics Curriculum

• BRIEF COURSE DESCRIPTION

• Mathematics from K-10 is a skills subject. By itself, it is all about quantities, shapes and figures, functions, logic, and reasoning. Mathematics is also a tool of science and a language complete with its own notations and symbols and “grammar” rules, with which concepts and ideas are effectively expressed

• The K to 10 Mathematics Curriculum provides a solid foundation for Mathematics at Grades 11 to 12. More importantly, it provides necessary concepts and life skills needed by Filipino learners as they proceed to the next stage in their life as learners and as citizens of the Philippines.

Mathematics Curriculum

• The learner demonstrates understanding and appreciation of key concepts and principles of mathematics as applied, using appropriate technology, in problem solving, critical thinking, communicating, reasoning, making connections, representations, and decisions in real life.

LEARNING AREA STANDARD:

K – 3 At the end of Grade 3, the learner demonstrates understanding

and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to 10 000 and the four fundamental operations including money, ordinal numbers up to 100th, basic concepts of fractions), measurement (time, length, mass, capacity, area of square and rectangle), geometry (2-dimensional and 3-dimensional objects, lines, symmetry, and tessellation), patterns and algebra (continuous and repeating patterns and number sentences), statistics and probability (data collection and representation in tables, pictographs and bar graphs and outcomes) as applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating, making connections, representations and decisions in real life.

KEY STAGE STANDARD:

Grades 4 – 6 • At the end of Grade 6, the learner demonstrates understanding

and appreciation of key concepts and skills involving numbers and number sense (whole numbers up to 10 000 000, four fundamental operations of whole numbers, fractions, decimals, ratio and proportion, percent, and integers) measurement (time, perimeter and area of plane figures, volume and surface area of solid/space figures, meter reading), geometry (plane and solid figures), patterns and algebra (sequence, expression and equation), statistics and probability (data collection and representation in tables, line graphs and pie graphs, and experimental and theoretical probability) as applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating, making connections, representations and decisions in real life.

KEY STAGE STANDARD:

Grades 7-10 • At the end of Grade 10, the learner demonstrates understanding

and appreciation of key concepts and skills involving numbers and number sense (sets and real numbers), measurement (conversion of units), patterns and algebra (linear equations and inequalities in one and two variables; linear functions; systems of linear equations and inequalities in two variables; exponents and radicals; quadratic equations; inequalities and functions; polynomials and polynomial equations and functions), geometry (polygons; axiomatic structure of geometry, triangle congruence, inequality and similarity; and basic trigonometry), statistics and probability (measures of central tendency, variability and position; combinatorics and probability) as applied, using appropriate technology, in critical thinking, problem solving, communicating, reasoning, making connections, representations, and decisions in real life.

KEY STAGE STANDARD:

K-12 MATHEMATICS CURRICULUM

Grade 1 2 3 4 5 6 7 8 9 10

Daily 50 50 50 50 50 50

Weekly 4 hrs

4 hrs

4 hrs

4 hrs

Time Allotment


SENIOR HIGH SCHOOL CURRICULUM

Curriculum Outcomes

PQF


Key

Stage

Outcomes

G3 G6 G10 G12

Content and Performance

STANDARDS

LEARNING

COMPETENCIES

LEARNING RESOURCES Teacher’s Guides and Learner’s

Materials

Learning Areas / Grade Level Outcomes / Standards

Academic

Track

Tech-Voc

Track

Sports

Track

Arts &

Design

Track

Basic Education Program


Kinder to Grade 6 Elementary

Grades 7 to 8

(Exploratory TLE)

Junior

High

School

Grades 9 to 10

(Specialized TLE)

Core

Subjects

Senior

High

School

Common Subjects

o Liberal Arts

o STEM

o BAM

o HESS

(Humanities,

Education,

Social

Sciences)

o Home

Economics

o Agri-Fishery

o Industrial

Arts

o ICT

Tracks

Curriculum Exits


Senior High School Curriculum


The Proposed Grades 11 and 12 will have 31

80-hour subjects, totalling 2,480 hours.

15 Core Subjects

16 Track Subjects

7 Common

Subjects

9 Specialization

subjects

31 TOTAL SUBJECTS

Each subject will have 80 hours per semester

P.E. and Health will have 20 hours per semester for 4 semesters


Proposed Core Subjects

Core Subjects hours per

semester

Language

Oral Communication 80

Reading & Writing 80

Komunikasyon at Pananaliksik sa Wikang Filipino at Kulturang Pilipino 80

Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik 80

Humanities 21st Century Literature from the Philippines and the World 80

Contemporary Music and Visual Arts 80

Communication Media & Information Literacy 80

Mathematics General Mathematics 80

Statistics & Probability 80

Science Earth and Life Science (Lecture and Laboratory)* 80

Physical Science (Lecture and Laboratory)* 80

Social Science Personal Development 80

Understanding Society & Culture 80

Philosophy Intro to Philosophy of the Human Person 80

PE and Health Physical Education and Health 80

CORE Total Number of Hours 1,200

TRACK Total Number of Hours 1,280

Total Number of Hours (CORE + TRACK) 2,480

Total Hours (CORE + TRACK) divided by Number of School Days in SHS (400) = hours/day 6.2 hours/day

*Students in the STEM Strand will take any of the three basic sciences instead of these subjects.


Proposed Core Subjects

Core Subjects*

Language

Oral Communication

Reading & Writing

Komunikasyon at Pananaliksik sa Wikang

Filipino at Kulturang Pilipino

Pagbasa at Pagsusuri ng Iba’t Ibang

Teksto Tungo sa Pananaliksik

Humanities

21st Century Literature from the Philippines

and the World

Contemporary Music and Arts

Communication Media & Information Literacy

Mathematics General Mathematics

Statistics & Probability

Science

Earth and Life Science

(Lecture and Laboratory)

Physical Science

(Lecture and Laboratory)

Social Science Personal Development

Understanding Society & Culture

Philosophy Intro to Philosophy of the Human Person

PE and Health Physical Education and Health


New GEC (CMO No. 20, s.2013)

Core

Courses

(24 units)

Understanding the Self

Readings in Philippine History

The Contemporary World

Mathematics in the Modern

World

Purposive Communicatiion

Art Appreciation

Science, Technology and

Society

Ethics / Etika

Electives

(9 units)

Mathematics, Science &

Technology

Social Sciences & Philosophy

Arts & Humanities

(3 units) The Life and Works of Rizal

*The Core Subjects adhere to the

College Readiness Standards

(CRS) and New General Education

Curriculum of CHED.

Common Subjects

1 English for Academic and Professional

Purposes

2 Research 1: Qualitative Research in

Daily Life

3 Research 2: Quantitative Research in

Daily Life

4 Pagsulat sa Filipino sa Piling Larangan

(Akademik)

5 Empowerment Technologies (E-Tech):

ICT for Professional Tracks

6 Entrepreneurship

7 Research Project*

Common Subjects will be offered to all Tracks


Proposed Common Track Subjects


Common Subjects

1 English for Academic and Professional

Purposes

2 Research 1: Qualitative Research in Daily

Life

3 Research 2: Quantitative Research in

Daily Life

4 Pagsulat sa Filipino sa Piling Larangan

(Isports, Sining at Tech-Voc)

5 Empowerment Technologies (E-Tech):

ICT for Professional Tracks

6 Entrepreneurship

7 Research Project / Culminating Activity*

Academic Track Technical-Vocational-Livelihood,

Sports, Arts & Design Tracks

Revised Sports Track

Sports Track Subjects

8 Sports Track 1 Safety and First Aid

9 Sports Track 2 Human Movement

10 Sports Track 3 Fundamentals of Coaching

11 Sports Track 4 Sports Officiating and Activity Management

12 Sports Track 5 Fitness, Sports and Recreation Leadership

13 Sports Track 6 Psychosocial Aspects of Sports and Exercise

14 Sports Track 7 Fitness Testing and Exercise Programming

15 Sports Track 8 Practicum (in-campus)

16 Sports Track 9 Apprenticeship (off-campus)



Revised Arts and Design Track

Arts and Design Strands

Art Assessment and Guidance

8 Arts Track 1 Creative Industries I: Arts and Design Appreciation and Production

9 Arts Track 2 Creative Industries II: Performing Arts

10 Arts Track 3 Physical and Personal Development in the Arts

11 Arts Track 4 Developing Filipino Identity in the Arts

12 Arts Track 5 Understanding Elements and Principles of Organization in the Arts

13 Arts Track 6 Leadership and Management in Different Arts Fields

14 Arts Track 7 Apprenticeship and Exploration of Different Arts Fields

(Media Arts, Visual Arts, Literary Arts, Music, Dance and Theater) 15 Arts Track 8

16 Arts Track 9 Exhibit for Arts Production (Media Arts, Visual Arts and Literary Arts)

/ Performing Arts Production (Music, Dance and Theater)

Each subject will have 80 hours per semester except Apprenticeship and

Exploration of Different Arts Fields which will have 160 hours


Revised Technical-Vocational-Livelihood Track (Table 1) and

TESDA Training Regulations-Based Specializations* (Table 2)

HE ICT Agri-Fishery Arts Industrial Arts

1. Hairdressing

2. Tailoring

3. Caregiving

4. Food and

Beverage

Services

5. Bread and

Pastry

Production

6. Housekeeping

7. Tour Guiding

Services

8. Travel Services

9. Attractions and

Theme Parks

Tourism

10.Handicraft

a. Fashion

Accessories

b. Paper Craft

c. Woodcraft

d. Leathercraft

1. Computer

Programming

2. Medical

Transcription

3. Animation

AGRICROP PRODUCTION

1. Horticulture

2. Landscape Installation

and Maintenance

3. Organic Agriculture

Production

4. Pest Management

5. Rice Machinery

Operation

1. Automotive

Servicing

2. Refrigeration

and Air-

Conditioning

3. Consumer

Electronics

Servicing

4. Electrical

Installation

and

Maintenance

5. Shielded

Metal-Arc

Welding

6. Carpentry

7. Plumbing

8. Masonry

9. Tile Setting

ANIMAL PRODUCTION

1. Artifical Insemmination

2. Raising Large

Ruminants (Dairy Cattle

and Buffaloes)

3. Raising Swine

4. Slaughtering

FISH PRODUCTION

1. Fish Nursery Operation

2. Fish or Shrimp Grow

Out Operation

3. Fishport/Wharf

Operation

Revised Tech-Voc Track TESDA Training Regulations-Based Specializations

TVL Track Subjects

Subjects Example

8 Tech-Voc Track 1 Beauty Care /

Nail Care 9 Tech-Voc Track 2

10 Tech-Voc Track 3

Hairdressing

11 Tech-Voc Track 4

12 Tech-Voc Track 5

13 Tech-Voc Track 6

14 Tech-Voc Track 7

15 Tech-Voc Track 8

16 Tech-Voc Track 9


Each subject will have 80

hours per semester.

*Aligned with Technology and Livelihood Education (TLE) in Grades 7 to 10.

Proposed Academic Track Academic Strands

Liberal Arts* HESS* ABM STEM

8 Literature 1 Literature 1: Fiction and

Drama Applied Economics

1. Pre-Calculus

2. Basic Calculus

3. General Chemistry 1

4. General Chemistry 2

5. General Physics 1

6. General Physics 2

7. General Biology 1

8. General Biology 2

9. Work Immersion/

Research/Career

Advocacy/Culminating

Activity

STEM Specialized

Subjects will have a total of

720 hours.

9 Humanities 1 Literature 2 Ethics and Social Responsibility

10 Social Science 1 Humanities 1: Popular Art as

Text

Fundamentals of Accounting,

Business and Management 1

11 Economics 1 Humanities 2 Fundamentals of Accounting,

Business and Management 2

12 Organization and

Management

Education 1 / Foreign

Language 1 Business Math

13 Foreign Language

1

Education 2 / Foreign

Language 2 Business Finance

14 Applied Science Social Science 1 Organization and Management

15 Pre-Calculus Social Science 2 Principles of Marketing

16 Work Immersion/Research/Career

Advocacy/Culminating Activity Business Enterprise Simulation


Each subject will have 80 hours per semester *for finalization

Grades 11-12 Math Subjects

CORE SUBJECTS LIBERAL ARTS ABM STEM

General Mathematics

Pre-Calculus Applied Economics Fundamentals of Accounting

Pre-Calculus

Basic Calculus

General Chemistry 1

General Chemistry 2

General Physics

General Physics

General Biology

General Biology

Statistics and Probability

Business Mathematics Business Finance

Sample Senior High School Core Math Curriculum Guide

Curricul

um

Grade 7 Grade 8 Grade 9 Grade 10

Subject Subject Subject Subject

Core Filipino Filipino Filipino Filipino

English English English English

Mathemati

cs*

Mathemati

cs*

Mathemati

cs*

Mathemati

cs*

Science* Science* Science* Science*

Social

Studies

Social

Studies

Social

Studies

Social

Studies

MAPEH MAPEH MAPEH MAPEH

Values

Educ.

Values

Educ.

Values

Educ.

Values

Educ.

Additional

Subject**

Research

I

Research

II

Research

III

Research

IV

c

o

r

e

s

p

e

c

i

a

l

i

z

a

t

i

o

n

s

ALIGNMENT OF STEM SUBJECTS

Applied Science

Earth Science

Pre-Calc, Calc, Biology 1&2

Chemistry 1 & 2 Physics 1 &2

New GEC (CMO No.

20, s.2013)

Core

Cour

ses

(24

units)

Understanding the

Self

Readings in

Philippine History

The

Contemporary

World

Mathematics in

the Modern World

Purposive

Communicatiion

Art Appreciation

Science,

Technology and

Society

Ethics / Etika

Elect

ives

(9

units)

Mathematics,

Science &

Technology

Social Sciences &

Philosophy

Arts & Humanities

(3

units)

The Life and

Works of Rizal

Work and Contribution to Society


K to 12 Curriculum

Teachers

Materials,

Facilities,

and

Equipment

School

Leadership

and Management

Community-

Industry

Relevance

and

Partnerships

Assessment ICT

ACADEMIC TRACK (STEM): Mathematics

Teachers

Materials, Equipment,

Facilities

ICT

School Leadership

and Management

Community-Industry

Relevance and Partnership

Assessment

Schools, Division Technical Assistance

1. MA or MS in Mathematics or Statistics

2. Minimum of 5 years experience in teaching Calculus or Statistics

3. Knowledgeable in using mathematical/ statistical software

1. Scientific

Calculators

2. Computers

3. Computer Laboratory

4. Library with updated resources in mathematics and statistics journals

1. Statistical

softwares like SPSS, PHStat or MegaStat

2. Internet Connection

1. PhD in

Educational Management or MA/MS in Science or Mathematics

2. Minimum of three years experience as school administrator

3. Attended relevant seminars/ conferences/ trainings on Science and Technology/ Mathematics/ Statistics

1. Partnership

with DOST

2. Strong linkages with Science and ICT institutions

3. Collaboration with Science, Technology, Engineering and Math Research Institutes

1. Assessments

tightly aligned to the standards

2. Math/Science research/ investigation

1. Teacher training/

short term training programs/ courses emphasizing improvement/

excellence in Mathematics/ Science Education

2. Regular supervision and monitoring

Implications to School Heads

Attract students to go into STEM and early identification of these talents

Strengthen the screening/admission policy to select those who have aptitude and interest for STEM

Provision of a rich learning environment that will support student interest in STEM

Implications to School Heads/Supervisors

Hire experts in STEM as part-time teachers

Support research projects with potential for commercial applications, and/or contribution to the growth of knowledge

Establish a strong support mechanism with the community and LGUs

A paradigm shift on teaching and learning, and of learners

Critical Conversation: Implications to teachers

and to teaching

There is a need for capacity building (re-training and retooling on pedagogy, content

and assessment in light of the K-12 curriculum)


and to teaching

Those teaching in Senior High School should be prepared to teach core subjects and specific

tracks


and to teaching

Training of New Teachers

New graduates of the current Teacher Education curriculum shall undergo additional training, upon hiring, to upgrade their skills to the content and performance standards of the new curriculum.

Training of New Teachers

Furthermore, CHED, in coordination with DepEd and relevant stakeholders, shall ensure that the Teacher Education curriculum offered in these Teacher Education Institutes (TEIs) will meet the necessary quality standards for new teachers.

Graduates of science, mathematics, statistics,

engineering, music and other degree courses

with shortages in qualified Licensure

Examination for Teachers (LET) applicants

shall be allowed to teach in their specialized

subjects in secondary education


and to teaching

Conditions Set

Provided, That : a) they pass the LET within five (5) years after

their date of hiring: b) Provided, further, That if such graduates are

willing to teach on part-time basis, the provisions of LET shall no longer be required;

Hiring of faculty

• (c) Faculty of HEIs be allowed to teach in their general education or subject specialties in the secondary education: Provided, That the faculty must be a holder of a relevant Bachelor’s degree, and must have satisfactorily served as a full-time HEI faculty;

Transitory Period

The faculty of HEIs and TVIs allowed to teach students of secondary education under, shall be given priority in hiring for the duration of the transition period.

THANK YOU VERY MUCH FOR WALKING THIS PATH WITH US AND FOR HELPING THE DEPED.


Documents

UPDATES ON THE K-12 Mathematics Curriculumteng.chlopez.net/data/APSA MATH CIRCLE.pdf · Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo sa Pananaliksik 80 ... Pagsulat sa Filipino