Charting a Course for Improvement: Assessing Mathematics Education in the Philippine Context
Keywords:
mathematics education, Philippines, curriculum implementation, teacher qualifications, instructional strategies, performance disparities, international assessmentsAbstract
This study explores the landscape of mathematics education in the Philippines, focusing on challenges and opportunities for improvement. Through a qualitative systematic review, various facets of mathematics education were examined, including performance in international assessments, curriculum implementation, teacher qualifications, and instructional strategies. Performance disparities among Filipino students in international assessments like PISA and TIMSS highlight persistent challenges in mathematical proficiency and problem-solving skills. The implementation of the K to 12 curriculum program revealed hurdles in aligning curriculum objectives with instructional practices and assessment methods, emphasizing the need for comprehensive reforms. Teacher qualifications emerged as a critical factor influencing student achievement in mathematics, underscoring the importance of ongoing professional development. Furthermore, innovative instructional strategies such as problem-based learning and technology integration were identified as promising approaches to enhance student engagement and conceptual understanding. By addressing these challenges and leveraging opportunities for improvement, policymakers and educators can work towards ensuring that all students have access to high-quality mathematics education, equipping them with the necessary skills for success in the 21st century.
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