Current-Challenges-in-Mathematics-Education.pptx

Current Challenges in Mathematics
Education

Lesson Objectives: At the end of the lessons, the
students must be able to
1.identify and analyze the current challenges in
mathematics education.
2.discover innovative pedagogical approaches and
their potential benefits.

Mathematics has been one of the important
subjects in the school curriculum. It is widely
accepted by educators, teachers, and students in
school that mathematics is difficult to teach and
learn. Despite the use of modern teaching methods,
the availability of teaching materials, and the
provision of specialized training for all teachers,
teachers still fail in teaching mathematics because
their students have a problem learning it. However,
there are challenges that lead to mathematical
education.

The term “math anxiety” describes
worry or fear about performing math
calculations. A person with math anxiety
may feel panicked at the thought of
working with numbers, making it harder
to think. Mutawah (2015) said people who
feel tension, apprehension, and fear of
situations involving Math are said to
have Math anxiety.
MATH ANXIETY

On the other hand, several studies regarding
mathematics anxiety and achievement have revealed
that there is a significant negative relationship
between math anxiety and math performance
(Shishigu, 2018; Khatoon, 2010; Karimi &
Venkatesan, 2009; Luo et al., 2009). The result
implies that higher levels of math anxiety can
adversely affect students' performance in
mathematics. If the level of math anxiety was at
the average level, it indicates the existence of
the construct in schools. Prior math performance
is also the strongest predictor of math anxiety.
Thus, students' previous experiences in
mathematics adversely affect the present status
of their achievement and math anxiety level
(Shishigu, 2018). In addition, Estonanto & Dio
(2019) emphasized that students who do not have a
grasp of the fundamental theories in mathematics
MATH ANXIETY

Math anxiety is a real problem facing
students and teachers today. The mathematics
teacher especially needs to understand the
causes and effects of math anxiety as well as
ways to help students overcome it. There are
many symptoms of math anxiety including an
unwillingness to attempt mathematics problems,
a fear of taking advanced mathematics classes,
and being unusually nervous when in
mathematics class. Math anxiety hinders
students' working memory (Perina, 2002). It
occurs at different ages in different people
MATH ANXIETY

• Low Confidence - People with math anxiety
usually believe they are bad at math, so they
do not enjoy it.
• Avoidance - Individuals with this type of
anxiety may avoid situations that require
math skills. This means they have fewer
chances to practice their skills, reinforcing
their lack of confidence.
• Low grades: Children and adolescents with
math anxiety may have difficulties in classes
at school requiring math.
• A student may have a bad attitude about
mathematics.
Symptoms of math anxiety

 Math anxiety is caused by poor test grades,
inability (or unwillingness) to complete difficult
assignments, negative predispositions of parents,
and even the mathematics teacher.
 Giving written work every day, insisting there is
only one correct way to complete a problem, and
assigning mathematics problems as punishment for
misbehavior can cause students to dislike
mathematics (Furner & Duffy, 2002).
 Another major source of math anxiety is the teaching
approach of "explain-practice-memorize" (Steele &
Alfred, 1998).
 The teacher can discourage students from doing well
in mathematics and cause math anxiety without
realizing it.
Causes of math anxiety

 The teacher can help his students overcome math anxiety.
The mathematics teacher needs to be excited about
teaching mathematics and he must believe that there is a
reason for his students to learn the mathematics.
 Deep breathing exercises: These exercises help calm a
person’s nervous system when they feel anxious or
stressed. They can learn to use them during math classes
or exams.
 The teacher needs to be able to put himself in his
students' shoes and remember what it was like to
struggle with understanding new concepts (Schwartz,
2000).
 The teacher should review basic mathematics skills with
his students.
 The students also need to have support systems in
mathematics, whether this comes from their parents at
Teacher's Role in Reducing Math Anxiety

 Writing or journaling. Other ideas the teacher can
use to help reduce math anxiety, and even stop it
before it starts, is to incorporate writing in the
mathematics curriculum (Furner & Duffy, 2002). This
can be accomplished through having the students keep
a journal where they can talk about their
frustrations and successes with mathematics.
 Another idea is to utilize alternate forms of
assessment (Furner & Duffy, 2002). Doing mathematics
in groups can also be a successful way of reducing
math anxiety
 The teacher should be careful when asking for
correct answers. He should avoid singling out anyone
by asking for volunteers (Steele & Alfred, 1998)

The greatest prevention of math anxiety
is the teacher himself. the teacher needs to
have a positive attitude when in class and
needs to be willing to help students. The
teacher must believe in the students even when
they do not believe in themselves. Students
must overcome their fear of mathematics and be
challenged to take higher level mathematics
courses. If students become math avoiders,
they limit future studies in the area of
mathematics and are cut off from many
occupations in society (Steele & Alfred,
1998).

The State of Education Report provides an overview of the
education crisis and highlights the voices of various
stakeholders, including students, parents, teachers, school
leaders, government officials, and industry partners.
EDUCATION CRISIS AT A GLANCE
• Even before the COVID-19 pandemic, the Philippines faced a
significant learning crisis. Statistics revealed that 9 out of
10 children aged 10 years old were unable to read simple
texts.
• The Constitution mandates that the ‘State shall protect and
promote the right of all’ Filipinos to accessible and quality
education. Despite this, cracks in the Philippine education
system persists.
• Equitable access to quality education remains elusive
throughout the years of formal education. In 2019, while 82.4%
of Filipinos aged 25 and over have reported completing primary
education, completion rate for secondary education
Access and Equity in Mathematics Education

• Additionally, while 49% of the richest decile attend
higher education, only 17% from the poorest decile
can do so.
• An average Filipino student spent more time in
school but was less productive than their
counterparts in comparator countries
• The enrollment rate in Philippine higher education
is on par with middle-income countries' average.
This is, however, rapidly eroding as neighboring
countries continue to rise while the country's
enrollment rate has stagnated
• In the 2018 PISA, The Philippines ranked last among
79 participating countries and economies in reading
and second to last in science and mathematics. At
least 78% of students in the Philippines failed to
reach minimum levels of proficiency in each of the

.
• 19% achieved the minimum proficiency level of
Overall Reading Literacy.
• 19% achieved the minimum proficiency level of
Overall Math Literacy, Level 2 or higher. 22% of
students attained Level 2 or higher in Science.
• The low share of 15-year-olds represented in PISA
reflects a large proportion of school leavers and
out-of-school youth in the country.
ACCESS
• The closure of schools and the transition to blended
learning by the Department of Education (DepEd) in
2020 left over a million students unable to enroll.

To close existing learning gaps, educators at all
levels must work to achieve equity with respect to
student learning outcomes. A firm commitment to this
work requires that all educators operate on the
belief that all students can learn. To increase
opportunities to learn, educators at all levels must
focus on ensuring that all students have access to
high-quality instruction, challenging curriculum,
innovative technology, exciting extracurricular
offerings, and the differentiated supports and
enrichment necessary to promote students’ success at
continually advancing levels. Providing all students
with access is not enough; educators must have the
knowledge, skills, and disposition necessary to
support effective, equitable mathematics teaching and

Practices that support access and equity require
comprehensive understanding. These practices include,
but are not limited to, holding high expectations,
ensuring access to high-quality mathematics
curriculum and instruction, allowing adequate time
for students to learn, placing appropriate emphasis
on differentiated processes that broaden students’
productive engagement with mathematics, and making
strategic use of human and material resources. When
access and equity have been successfully addressed,
student outcomes—including achievement on a range of
mathematics assessments, disposition toward
mathematics, and persistence in the mathematics
pipeline—transcend, and cannot be predicted by
students’ racial, ethnic, linguistic, gender, and

Achieving access and equity requires that all
stakeholders—
 ensure that all students have access to a
challenging mathematics curriculum, taught by
skilled and effective teachers who
differentiate instruction as needed;
 monitor student progress and make needed
accommodations; and
 offer remediation or additional challenges
when appropriate.

Department of Education (DepEd) has launched a
revised basic education curriculum. Labelled
'MATATAG', the curriculum will be implemented in
phases, from August 2024 to 2028. Department of
Education Secretary and Vice President Sara Z.
Duterte vowed that the current K to 12 Curriculum
will be decongested by the MATATAG Curriculum.
"MATATAG" stands for "MAke the curriculum relevant to
produce job-ready, active, and responsible citizens;
TAke steps to accelerate the delivery of basic
education services and provision facilities; TAke
good care of learners by promoting learner well-
being, inclusiveness learning, and positive learning
environment; and Give support for teachers to teach
better."
VP Duterte cited revisions in the new basic education
curriculum which include the reduction in the number
Curriculum and Standardization

 The MATATAG Curriculum will be piloted in selected schools in
Regions I, II, VII, XII, the Cordillera Administrative Region
(CAR), the CARAGA region, and the National Capital Region (NCR)
this SY 2023-2024.
 DepEd said the main objective of the pilot
implementation is to “gain valuable insights that will
inform the implementation of the MATATAG Curriculum on a
larger scale.”
 The revised curriculum for Kindergarten to Grade 10 (K
to 10), officially called the “MATATAG Curriculum, will
be implemented starting School Year (SY) 2024-2025.
• Upon full implementation of the new K to 10 curriculum,
Filipino and English will be introduced later in grade
2, science in grade 3, and social studies, music, arts
and physical education in grade 4. 'Mother Tongue' and
humanities will be dropped as subjects.
• The new curriculum gained 96 per cent approval among
4,843 respondents, including students, teachers, school

 DepEd said The MATATAG Curriculum will be
implemented in phases: Kindergarten, Grades
1, 4, and,7 for SY 2024-2025; Grades 2, 5,
and 8 for SY 2025-2026; Grades 3, 6, and 9
for SY 2026-2027; and Grade 10 for SY 2027-
2028.
 The Senior High School (SHS) Curriculum,
DepEd said, is still “currently undergoing
review.”
 During the pilot implementation, DepEd hoped
to determine the support needed by teachers
and school leaders to effectively implement
the MATATAG Curriculum and identify

Orientation and Capacity Building
• For the pilot rollout, DepEd said teachers, school heads,
department heads, Public Schools District Supervisors (PSDS),
Education Program Supervisors (EPSs), Curriculum and Learning
Management Division (CLMD) Chiefs, Curriculum Implementation
Division (CID) Chiefs of the participating schools, schools
division offices (SDOs) and regional offices (ROs) will
undergo orientation.
• To further support teachers, DepEd said technical assistance
will also be provided including the conduct of regular
collaborative expertise sessions through Learning Action Cells
(LACs).
• DepEd added that the National Educators Academy of the
Philippines (NEAP) will support the capacity-building
activities for teachers and school leaders.
• A total of P7.9 million in support funds was allocated for the
conduct of orientation training for the pilot implementation

Teaching, learning resources, and assessment
• DepEd said teaching-learning resources such as
lesson exemplars and learning activity sheets will
be provided to teachers and learners in the pilot
schools.
• DepEd has allocated P39.2 million for the printing
and production of learning resources for the pilot
implementation of the MATATAG curriculum.
“Additional funds for the printing/production of LRs
for the pilot implementation of MATATAG curriculum
shall be further downloaded, when necessary,” it
added.
• During the pilot implementation, DepEd said teachers
will regularly conduct formative and summative

A training is a process to get the required skills
for a particular subject. The training is a valuable
practice for the teachers to enhanced their teaching
skills. A trained teacher has more skills and techniques
to be applied for the better academic achievements of
learners (Ulla, 2018). A teacher having better teaching
skills can also produce students’ interest in a particular
subject (Giovazolias et al., 2019). Many researchers
including (Oliveira et al., 2019; Supriatna, 2015; Ulla,
2017) stated the importance of teachers training. The
teacher’s training provides the solutions of educational
problems (Schütze et al., 2017).
In this modern age, the teacher’s training is an
important requirement and essential component for all the
educational activities including conducive learning
environment, curriculum development and implementation and
assessment (Zulfiqar, 2016). A trained and skillful
teacher has more ability to teach the students and
implement the various teaching methods successfully (Saira
et al., 2021). When teachers apply the various teaching
methods and techniques according to the acquired skills
then students achieved higher academic results and the
Teacher’s Training

In the 2018 PISA, The Philippines ranked
last among 79 participating countries and
economies in reading and second to last in
science and mathematics. At least 78% of
students in the Philippines failed to reach
minimum levels of proficiency in each of the
three PISA subjects.
According the CNN Philippines last
December 2019, DepEd: low gov’t spending, lack
in teacher training behind the low PH ranking
in PISA. The DepEd said that it had
anticipated the Philippines’ low ranking in
the 2018 Programme for the International
Student Assessment, pointing to a “correlation
with the current quality of education in the

In an interview, Education
Secretary Leonor Brinoes said to elevate
the status of Deped’s training arm, the
National Educators Academy into a “real
academy” to thoroughly upskill the
country’s teachers and meet the
student’s ideal standard for learning.
In a separate interview, Sen. Sherwin
Gatchalian expressed a similar
sentiment: that curriculum reform and
teacher’s training need to be
prioritized.

Teachers participated
webinars, in-service trainings, Learning
Action Cell (LAC Sessions) and face-to
face trainings to improve understanding
of some mathematical concepts, increase
various teaching strategies and their
strengths and weaknesses, appropriately
and responsibly use technology to
enhance opportunities for students
mathematical thinking.

Technology Integration
Mathematics is a fundamental
skill in many aspects of a student's
life. The potential and relevance of
using technology in the mathematics
classroom have been widely accepted
and recognized. The use of technology
has been included in the professional
standards in the teaching and
learning of mathematics.

Technology Integration
Technology integration is the
use of technology resources --
computers, mobile devices like
smartphones and tablets, digital
cameras, social media platforms and
networks, software applications, the
Internet, etc. -- in daily classroom
practices, and in the management of a
school.

Teaching and Learning for the K-12
Curriculum, claimed that technology is an
essential tool for learning mathematics in
the 21st century, and all schools must
ensure that all their students have access
to technology and should be driven by the
needs of students as learners of
mathematics and used when it aids the
learning process and must be used
judiciously. Research suggests that when
technology is used effectively, it can
enable ways of teaching that are much
better matched to how children learn, as
opposed to the resources of traditional

However, even if the technology offers
potential benefits in the teaching and
learning of mathematics, in reality, some
mathematics teachers were still hesitant and
even negative in using technology in their
classes.
Despite various researchers often call
for widespread implementation of technology
integration in education, more specifically
in mathematics classrooms, in reality,
mathematics teacher’s encountered different
and similar issues and struggles which
prevented them to successfully obtain the
benefits of integrating technology in

A study from Dennis B. Roble,
Marife V. Ubalde, Elmer C.
Castillano, their aim is to
determining public school mathematics
teachers in the Division of Cagayan
de Oro City's actual teaching
experiences, reflections, struggles,
and the challenges they have met
before, during, and after they
implement and/or use technology in
their respective classes. Data are
collected and recorded using personal
in-depth interviews and focus group

Based on the in-depth interview and FGD
conducted, the mathematics teachers acknowledged
the fact that integrating technology in
mathematics allows students to be actively engaged
in learning and deepen their mathematical
understanding. However, various obstacles were
encountered before and during implementation such
as lack of school computer resources and internet
connectivity/access and even some teachers do not
know how to use and optimize the use of
technological tools in the classroom. They also
noted various disadvantages of integrating
technology such as it is detrimental to health and
teachers not utilizing it judiciously. Hence, it
is recommended that training of teachers on how to
use these different technological tools in
mathematics across all levels may be considered by
DepEd to capacitate mathematics teachers to use

Here are the answers of the teachers:
Some mathematics teachers commented
that they are using GeoGebra, Geometers'
Sketchpad, Graphing Calculators, and DESMOS
but they stressed that they wanted first to
discuss the concepts before introducing
these technologies to their students.
Teachers noted that they are not using
these technologies every day because of the
issue of access and availability of these
technologies. Other teachers noted that
since their schools have internet WIFI
connections so they were able to take
advantage of this provision and integrate
technology in the classroom.

The mathematics teachers
noted the integrating technology is
really advantageous for the kind of
learners they have who are technology
savvy but they noted that using
technology in the classroom is time
consuming and some teachers are not
trained so making the work tedious or
it is difficult to implement.
However, they also noted that video
lessons are helpful most especially
when the teachers are not physically

The Challenges of mathematics
teachers encounter when using the digital tools.
 The digital tools are new to them and
they don’t know how to use it.
 There is an issue with the access and
availability of these technologies.
 There is a monopoly in the use of internet
connection.
 Computer resources are scarce.
 The class size is big.
 It is time-consuming and expensive. Some
teachers do not laptops.

How technology integration in the classroom
affect their teaching?
 Technology integration can make their work
easier because some of the teaching or
learning guides can be downloaded and
therefore can be easily accessed and
transferred.
 Students are motivated, excited, and
attentive and their interests are aroused
when using technology in the classroom.
 The technology-rich environment can make
their class enthusiastic and very eager to
learn new things with the use of
technology.

 The mathematics teachers need to be trained on how these technologies
are effective in improving the performance of students. Since not all
topics in mathematics cannot be presented using technology, the
teachers recommended specific topics may be identified and presented
during the seminar-workshop on technology integration in the
mathematics classroom. They recommended using DESMOS because
aside from improving mathematics performance but also their creativity.
The mathematics teachers need to be trained on how these technologies
are effective in improving the performance of students. Since not all
topics in mathematics cannot be presented using technology, the
teachers recommended specific topics may be identified and presented
during the seminar-workshop on technology integration in the
mathematics classroom. They recommended using DESMOS because
aside from improving mathematics performance but also their creativity.
Teachers’ recommendations in using technological
tools in their mathematics classroom?

Current-Challenges-in-Mathematics-Education.pptx

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