CHAPTER 2

GOALS AND OBJECTIVES

OF MATHEMATICS IN THE
K-12 BEC FOR THE
INTERMEDIATE GRADES
TOPIC 1
The Twin Goals of Mathematics in the K to 12
Basic Education Curriculum are:
1.Critical Thinking:
This goal focuses on helping students develop
the ability to think logically, analyze complex
situations, and solve problems systematically. It
encourages students to approach mathematical
challenges with curiosity and to engage in
reflective thinking, exploring various solutions
and their implications.
2. Problem Solving:
This goal emphasizes the practical
application of mathematics in real-life
situations. It ensures that students can use
their mathematical knowledge and skills to
solve both routine and non-routine
problems. This includes learning strategies
that are adaptable to various contexts and
challenges.
Why Are These Twin
Goals Important?
TOPIC 2
Learning approaches are used to
help students build mathematical
understanding and skills in a
meaningful and effective way. These
approaches aim to make learning
more engaging, practical, and
connected to real-life experiences
1. Experiential and Situated Learning
Refers to learning through direct experience,
where students engage in activities that allow
them to apply mathematical concepts in real-
world contexts. Situated learning, on the other
hand, occurs when students learn in a context that
is relevant to the real-world application of what
they are learning.
2. Reflective Learning
involves thinking critically about what has
been learned, why it is important, and how
it can be applied. It encourages students to
analyze their own thinking process and to
learn from their successes and mistakes.
3. Constructivism
is a learning theory that suggests
learners actively build or construct
their own understanding and
knowledge of the world through
experiences. It emphasizes the
importance of students actively
engaging in learning, rather than
passively receiving information.
4. Cooperative Learning
involves students working in groups to
solve problems, complete tasks, or
achieve common goals. This approach
promotes collaboration,
communication, and peer-to-peer
learning, as students work together and
support each other’s understanding.
5. Discovery and Inquiry-Based
Learning
students are encouraged to explore and
find answers on their own, with the
teacher guiding the process. Inquiry-
based learning builds on this idea, where
students ask questions, investigate
problems, and find solutions through
critical thinking and exploration.
TOPIC 3
Content Areas
These are the specific mathematical topics
covered in the curriculum:
1. Numbers & Number Sense:
Understanding numbers, their properties,
and how to perform operations with them.
2. Measurement:
oLearning about units of
measurement, converting between
them, and understanding concepts
of area and volume.
3. Geometry
oExploring shapes, their
properties, and the
relationships between
them.
4. Patterns & Algebra
Understanding patterns,
sequences, and basic
algebraic expressions.
5. Statistics & Probability
Learning how to collect,
analyze, and interpret data,
and understanding basic
concepts of probability.
TOPIC 4
In the K to 12 Mathematics
Curriculum Framework,
contexts refer to the different
environments or backgrounds
in which learning takes place.
1. Beliefs
This refers to the values and attitudes that students and
teachers bring to the learning environment. Beliefs
shape how students perceive their ability to learn
mathematics and how they approach problem-solving.
 Example: A student who believes that they are "not
good at math" might approach math problems with
hesitation, whereas a student who believes that effort
leads to improvement will be more persistent in
solving problems.
2. Environment:
The learning environment is both the physical and
social space where education occurs. A conducive
environment supports students in understanding and
engaging with mathematical concepts.
 Example: In a well-structured classroom, the
teacher might create group activities that encourage
collaboration and peer-to-peer learning, fostering a
supportive environment that makes math more
accessible.
3. Language:
Language plays a key role in mathematical learning, as
it helps students express mathematical ideas and
concepts. Students need to understand the specific
language of mathematics, such as terms, symbols, and
instructions.
 Example: A student may struggle with solving word
problems not because they don’t understand the
math, but because they have difficulty interpreting
the language used in the problem.
4. Culture:
Cultural context affects how students relate to
mathematical concepts. Different cultures might
emphasize different aspects of learning or
problem-solving approaches.
 Example: In some cultures, learning by rote
memorization is common, while others might
focus more on experiential learning and hands-
on problem-solving activities.
5. Learners' Prior Knowledge:
Students come to the classroom with varying
levels of prior knowledge and experience.
Teachers must recognize and build upon what
students already know to help them connect new
mathematical ideas to familiar concepts.
 Example: When introducing fractions, a
teacher may ask students to recall their prior
understanding of division and sharing to relate
it to the new concept.
6. Experiences:
A student’s past learning experiences, both positive
and negative, can impact their engagement with new
mathematical concepts. Incorporating students' real-
life experiences into lessons can make learning more
relevant and meaningful.
 Example: A student who regularly helps a parent
with budgeting at home may find concepts like
percentages and basic arithmetic easier to grasp
because they’ve applied them in real-world
situations.
Why are beliefs, environment,
language, culture, prior
knowledge, and experiences
Important?
Incorporating beliefs, environment,
language, culture, prior knowledge, and
experiences helps create a more personalized
and effective learning experience for each
student. Teachers who consider these
contexts can better tailor their lessons to meet
the diverse needs of their students, making
mathematics more understandable and
engaging.
By acknowledging the backgrounds and
experiences that learners bring with
them, the K to 12 curriculum ensures
that math education is accessible and
meaningful to all students, helping them
develop confidence and competence in
their mathematical abilities.
TOPIC 5
In the K to 12 Mathematics
Curriculum Framework,
mathematical tools are essential for
enhancing students’ learning
experience by providing hands-on
opportunities to explore and apply
mathematical concepts.
1. Manipulative Objects:
These are physical items that students can move and
arrange to better understand mathematical ideas.
Manipulatives make abstract concepts more concrete,
helping students visualize and internalize mathematical
operations.
 Example:
o Cubes or blocks can be used to demonstrate
counting, addition, subtraction, and multiplication.
o Fraction bars can help students understand parts of a
whole or division concepts.
2. Measuring Devices:
These tools are used to measure various quantities
such as length, weight, volume, and time.
Measuring devices allow students to relate
mathematics to real-world applications, making
learning more practical and meaningful.
 Example:
o A ruler or tape measure helps students learn
about length and perimeter in geometry.
o A weighing scale is useful for understanding
mass in units of measurement.
3. Calculators:
Calculators provide a quick way for students to perform
arithmetic operations and solve more complex mathematical
problems. They are especially helpful for exploring patterns and
performing long or difficult calculations.
 Example:
o A basic calculator helps students quickly compute
addition, subtraction, multiplication, and division, allowing
them to focus more on problem-solving rather than
computation.
o A scientific calculator can be used in higher grades for
functions like trigonometry, logarithms, and solving
equations.
4. Computers:
Computers offer dynamic mathematical tools through software
and applications that allow students to engage with interactive
simulations, graphing tools, and learning platforms. They can
provide opportunities for exploratory learning.
 Example:
o Spreadsheet software like Microsoft Excel can help
students organize data, create graphs, and perform
calculations.
o Geometry software like GeoGebra allows students to
explore shapes, angles, and other geometric concepts
interactively.
5. Smartphones and Tablet PCs:
These portable devices allow access to a wide range of
educational apps and interactive tools that support
mathematical learning anytime and anywhere. With
apps and internet connectivity, students can engage in
interactive problem-solving, access tutorials, and
practice math skills on the go.
 Example:
o Apps like Photomath or Khan Academy allow
students to scan math problems and get step-by-
step solutions or explanations.
o Graphing calculator apps can help students
visualize equations and functions.
6. Internet:
The internet provides access to a wealth of resources, including
educational websites, online tutorials, instructional videos, and
interactive platforms for learning mathematics. It enables
students to conduct research, access information, and engage in
collaborative learning with peers.
 Example:
o Websites like Khan Academy, Desmos, or Wolfram
Alpha provide tutorials, exercises, and tools to help
students understand a wide range of math topics.
o Online learning platforms can facilitate interactive
activities such as quizzes, virtual classrooms, and math
competitions.
TOPIC 6
In the K to 12 Mathematics Curriculum Framework, values and attitudes
are essential components that contribute to students’ overall development as
critical thinkers and problem solvers. These values guide how students
approach mathematical tasks and challenges.
1. Accuracy:
refers to being precise and careful when working with numbers and solving
problems. It involves ensuring that calculations, measurements, and reasoning
are correct, reducing the likelihood of errors.
 Example:
o A student carefully checks their work after solving a long division
problem to ensure all steps are correct.
o In geometry, when measuring angles with a protractor, students ensure
they read the measurements correctly to avoid errors in construction.
2. Creativity:
Creativity in mathematics involves thinking outside the box
to find innovative solutions to problems. It encourages
students to explore multiple strategies and approaches rather
than relying on routine methods.
 Example:
o When solving a word problem, a student might use
diagrams or draw pictures to represent the problem
visually before solving it mathematically.
o A student explores different ways to solve an equation,
perhaps trying graphical methods, using trial and error,
or rearranging terms to find the solution.
3. Objectivity:
Objectivity means approaching problems logically, without
personal biases, and basing conclusions on evidence and
mathematical reasoning. It involves analyzing data and
results with fairness and clarity.
 Example:
o In a statistics activity, a student analyzes survey results
without letting personal opinions influence their
interpretation of the data.
o When solving an equation, the student follows
mathematical rules and does not let assumptions
influence their solution.
4. Perseverance:
Perseverance refers to the willingness to persist and keep
trying, even when faced with challenging problems. It
encourages students to work through difficulties and not give
up easily when they encounter complex tasks.
 Example:
o A student continues to work on a difficult algebra
problem, trying various methods and strategies, even
after several failed attempts, until they reach the correct
solution.
o A student reviews their mistakes after a test and
practices the problems again until they fully understand
the concepts.
5. Productivity:
Productivity in mathematics is about using time and resources
efficiently to solve problems and complete tasks. It involves setting
goals, staying focused, and managing one's time effectively to achieve
successful outcomes.
 Example:
o A student uses a calculator or spreadsheet software to perform
calculations quickly and accurately, allowing them to focus on
interpreting results and solving more complex aspects of the
problem.
o In a project-based learning activity, a student manages their time
well, dividing tasks into manageable steps to ensure the project
is completed on time and with high quality.
Why Are These Values and
Attitudes Important?
Developing these values and attitudes is crucial for
success not only in mathematics but in life. These
traits help students become more competent and
confident learners, capable of tackling challenges
with a positive and disciplined approach.
 Accuracy ensures precision in work, which is
essential for solving problems correctly.
 Creativity helps students discover new ways to
approach challenges, making mathematics more
engaging and innovative.
 Objectivity teaches students to rely on facts
and data rather than assumptions, a skill that
is crucial in critical thinking.
 Perseverance builds resilience, enabling
students to overcome difficulties and strive
for improvement.
 Productivity ensures that students make the
most of their time and resources, preparing
them to be efficient and effective in academic
and professional settings.
By cultivating these values, students
are better equipped to succeed in both
mathematical tasks and real-life
situations, developing the mindset of
lifelong learners who can contribute
effectively to society.
TOPIC 7
In the K to 12 Mathematics Curriculum
Framework, the Skills and Processes
component refers to the key abilities that
students must develop in order to effectively
engage with and master mathematics. These
skills guide how students interact with
mathematical content and apply it to solve
problems in a logical, structured manner.
1. Knowing & Understanding:
This skill refers to students' ability to grasp basic
mathematical concepts, principles, and facts. It’s the
foundation of mathematical learning, where students
become familiar with the language and symbols used in
math.
 Example:
o A student understands that multiplication is repeated
addition. For example, 3 × 4 means adding 3 four
times (3 + 3 + 3 + 3).
o Students know the properties of geometric shapes
(e.g., a square has four equal sides).
2. Estimating, Computing & Solving:
Estimating involves making an approximate calculation or judgment,
while computing refers to performing exact calculations. Solving is
about applying knowledge to resolve mathematical problems.
 Example:
o Estimating: Before calculating the exact answer, a student
might estimate that 98 × 7 is close to 100 × 7, which equals
700.
o Computing: Solving the actual equation, such as 98 × 7 = 686.
o Solving: Using these skills to solve word problems, such as
figuring out how much money is left after spending a certain
amount from a given budget.
3. Visualizing & Modeling:
Visualizing involves creating mental or graphical
representations of mathematical concepts, while modeling
is the process of creating real-world or abstract
representations of problems to solve them.
 Example:
o Visualizing: A student draws a diagram to represent a
fraction problem (e.g., shading part of a pie chart to
show 3/4).
o Modeling: A student uses algebraic models to
represent and solve real-world problems, such as
determining the cost of multiple items given unit
prices.
4. Representing & Communicating:
Representing is about expressing mathematical ideas in
different forms such as graphs, equations, diagrams, or
words. Communicating refers to explaining mathematical
reasoning clearly to others.
 Example:
o Representing: Using a bar graph to display data
collected from a class survey.
o Communicating: Explaining the steps of solving a
quadratic equation to classmates or in a written
explanation.
5. Conjecturing, Reasoning, & Proving:
Conjecturing involves making an educated guess or hypothesis
based on patterns or observations. Reasoning is the logical process
of thinking through a problem, while proving involves providing
evidence or justification for a mathematical statement or solution.
 Example:
o Conjecturing: A student notices that every multiple of 5 ends
in 0 or 5 and hypothesizes that this will always be true.
o Reasoning: A student uses deductive reasoning to argue why a
certain mathematical property (like the sum of angles in a
triangle always being 180°) holds for all triangles.
o Proving: Formally proving that the sum of the interior angles
of a triangle equals 180° through step-by-step justification.
6. Decision-Making:
This skill involves making choices in selecting appropriate
methods or strategies to solve problems, based on the
understanding of the situation and the desired outcome.
 Example:
o A student deciding whether to use algebra or
geometry to solve a particular problem, such as
finding the area of a complex shape.
o Choosing between mental math, estimation, or
calculator use depending on the context of a problem.
7. Applying & Connecting:
Applying involves using learned mathematical concepts to solve
real-world problems, while connecting is the process of relating
mathematical ideas to one another or to different contexts and
disciplines.
 Example:
o Applying: A student uses their knowledge of percentages to
calculate the discount on an item during a sale.
o Connecting: A student relates their understanding of linear
equations to graphing lines in algebra, and then uses this
understanding to solve physics problems involving speed and
distance.
Why Are These Skills and
Processes Important?
The Skills and Processes component in the framework
emphasizes that mathematics is not just about computation
but about understanding, reasoning, and application. These
skills ensure that students:
 Understand the concepts and language of mathematics.
 Solve problems by selecting appropriate strategies and
tools.
 Model real-life situations with mathematical tools.
 Communicate their reasoning and results clearly.
 Justify their answers through logical reasoning and
proof.
By developing these skills, students are better
equipped to handle more complex
mathematical problems and are prepared for
real-world situations that require
mathematical thinking and problem-solving.
These skills also foster critical thinking,
creativity, and decision-making, which are
essential in various fields such as science,
technology, engineering, and economics.