Mathematics Education at Upper Secondary School, College and University Transition

1. Mathematics Education at Upper Secondary School, College and University
Transition
By: Deen Mark L. Gillegao
The framework of mathematics education is to provide students at early
preparation of the part of their secondary education that designate to their special
colleges for work at this level. The four courses in mathematics education help the
students to decide what course they are capable to take or to deal with. The
mathematics education aims to initiate each students in the construction of such abilities
and intelligence in their uses of technical, practical, and economic application for their
future career.
The goals of mathematics education is to provide students’ knowledge and
abilities required for their other subjects and for various real-world applications, also to
understand mathematics as a part of reality. The structure of academic education is
considerably regarded to the fundamental component of the curriculum. It is important
to recognize the structure of the curriculum which help to shape curricular policy. One
factor is a shortage of teachers which may lead to the amount of mathematics subject
that can be offered. The students’ own aspiration also has a factor to increase the
influence to others. A society whose depends on the widespread of the people
influences of high mathematical skills recruits its students solely from those who have a
strong leaning towards mathematics. That is why it is important to relate the teaching of
the subject to the students’ total curriculum and to take their wider concerns into
consideration to the students’ needs.
As I undergo mathematics education on university, at this level, the reflective
practice movement involves recognition of the instructors should play active roles in
formulating the purposes and work along with others, and should play leadership roles
in school reform toward learner. For some teachers with negative attitudes were
observed providing instruction which was based on rules and memorization. This type of
teaching results the belief that the teacher is the only source of information and

2. learning. The implication of this is that students may be unable to transfer the learned
skills or apply higher level thinking. Also for the teachers with negative attitudes was
one of learned helplessness. By their behaviour, the students’ active involvement and
ability to respond those questions, asking questions were affected.
At this stage the teachers should use instructional methods that encourage
student independence. Some of the behaviours exhibit by these teachers included
focusing on the “why” and “how” questions to develop their HOTS, less rule-based
instruction. That teacher should encourage behaviour with self-instruction, reflective
thinking and self-correcting in their students, by doing so, students are able to learn and
think independently and are better prepared to deal with real life problems. Once these
are meet, the student will improve to build, adapt and construct their own relevant
mathematical knowledge more positively in terms of their daily life activities. In doing so,
the teacher can become a positive influence in the student’s learning of mathematics.
The fact that the teacher received more positive comments about their role in math
learning they will become optimistic. If student’s attitudes, beliefs and feelings are to
change for the better, the teacher must also follow positive attitudes, beliefs and
feelings.
As teachers, we links new knowledge to what is already known by presenting
concepts in a logical sequenced order that builds upon previous learning within and
across grade levels. By doing so, the students will not be confused about the subject
taught on this level. We should also consider the structured learning activities that allow
students to experience problem solving and inquiry in situations that are drawn from
their personal experiences and real-world applications, these will help to develops
students’ abilities to make meaningful applications and generalization to new problems
and contexts.