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Topic/Title of the Lesson

1. Conceptual Framework of Math Education
2. Goals in Mathematics Education
3. Critical Thinking Skills

 Objectives
At the end of the lesson, the pre-service teacher (PST) should be able to:
1. discuss how critical thinking skill is developed in Mathematics teaching.
2. discuss how problem-based strategy enhances learning Mathematics
3. distinguish the key features of Problem Solving and Problem-based strategy
4. cite examples of:
a. Argumentation and
b. Conflict Resolution
c. Conjecture reasons
d. Patterning

 Introduction
In its unending pursuit of true academic excellence, the Philippines instituted its
educational reform called K to 12 Program upon the enactment of Republic Act (RA) No. 10533
known as Enhanced Basic Education Act 2013. With the intention of uplifting the Philippine
educational system, possible indicators of reform’s effectiveness would be the country’s
participation in international educational research studies such as the Trends in International
Mathematics and Science Study (TIMSS). This international large-scale assessment is
periodically conducted, which could provide feedback on how the Filipino students’ performance
has improved over time in an international setting from the time its basic education was just 10
years to now that it is K to 12.
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The Mathematics Curriculum in Primary and Lower Secondary Grades The framework of
the mathematics curriculum aims to develop critical thinking and problem solving skills. As a
skills subject, mathematics provides a solid foundation for necessary concepts and
life skills Filipino learners develop in basic education. The mathematics curriculum in the K to
12 Basic Education Curriculum has two objectives: critical thinking and problem solving. These
two goals are embedded in the curriculum with skills, processes, values, and attitudes of Filipino
learners, which were given a great deal of consideration during its inception. There are five
content areas in the mathematics curriculum; Numbers and Number Sense, Measurement,
Geometry, Patterns and Algebra, and Probability and Statistics. The mathematics
curriculum aims to develop the following skills and processes: knowing and understanding,
estimating, computing and solving, visualizing and modeling, representing and communicating,
conjecturing, reasoning, proving and decision making, and applying and connecting. Further, it
emphasizes the following attitudes and values: accuracy, creativity, objectivity,
perseverance, and productivity. The curriculum encourages the use of technology aids as
appropriate in the teaching of mathematics.

The education theories embodied in the mathematics curriculum are based on experiential
and situated learning, reflective learning, constructivism, cooperative learning, and
discovery and inquiry-based learning. Mathematics learners must demonstrate understanding and
appreciation of key concepts and principles of mathematics as applied using appropriate
technology in problem solving; critical thinking; communicating; reasoning; and
making connections, representations, and decisions in real life. Key stage standards are
elaborated in the following stages: K to Grade 3, Grades 4 to 6, and Grades 7 to 10.
Kindergarten to Grade 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 100,
basic concepts of fractions); measurement (time, length, mass, capacity, area of square and
rectangle); geometry (two-dimensional and three-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).
Grades 4 to 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, number theory, fractions, decimals, ratio and proportion, percentages, and
integers); measurement(time, speed, perimeter, PHILIPPINES TIMSS 2019 ENCYCLOPEDIA
5 circumference and area of plane figures, volume and surface area of solid/space figures,
temperature and meter reading); geometry(parallel and perpendicular lines, angles, triangles,
quadrilaterals, polygons, circles, and solid figures);patterns and algebra (continuous and
repeating patterns, number sentences, sequences, and simple equations); statistics and probability
(bar graphs, line graphs and pie graphs, simple experiments, and experimental probability).
Grades 7 to 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, functions,
polynomials, and polynomial equations and functions); geometry (polygons, axiomatic structure
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of geometry, triangle congruence, inequality and similarity, and basic trigonometry); statistics
and probability (measures of central tendency, variability and position; combinatory and
probability).What is Mathematics?
Mathematics, the science of structure, order, and relation that has evolved from elemental
practices of counting, measuring, and describing the shapes of objects. It deals with logical
reasoning and quantitative calculation, and its development has involved an increasing degree of
idealization and abstraction of its subject matter.
What is Mathematics Education?
 Mathematics education is referred to as the practice of teaching and learning of mathematics
in a way of solving problems involving learning the algorithms and formulas necessary for
computations. It is a platform to learn and teach mathematics with better way.
 Is the formal teaching and learning of mathematical concepts? This is predominantly done in
a formal setting such as schools.
 The practice of teaching and learning of mathematics. In research, reference is made to
mathematics education reform to refer to more helpful mathematics curricula and ways to
teach and assess mathematics.
 The following are the suggested methods in teaching Mathematics to students:

The method or methods used in any particular context are largely determined by the objectives
that the relevant educational system is trying to achieve. Methods of teaching
mathematics include the following:

1. Classical education: the teaching of mathematics within the quadrivium, part of the
classical education curriculum of the Middle Ages, which was typically based on Euclid's
Elements taught as a paradigm of deductive reasoning.

Games can motivate students to improve skills that are usually learned by rote. In "Number
Bingo, “players roll 3 dice, then perform basic mathematical operations on those numbers to get
a new number, which they cover on the board trying to cover 4 squares in a row. This game was
played at a “Discovery Day" organized by Big Brother Mouse in Laos.

2. Computer-based math an approach based around the use of mathematical software as the
primary tool of computation.
3. Computer-based mathematics education involving the use of computers to teach
mathematics. Mobile applications have also been developed to help students learn
mathematics.
4. Conventional approach: the gradual and systematic guiding through the hierarchy of
mathematical notions, ideas and techniques. Starts with arithmetic and is followed by
Euclidean geometry and elementary algebra taught concurrently. Requires the instructor to be
well informed about elementary mathematics since didactic and curriculum decisions are often
dictated by the logic of the subject rather than pedagogical considerations. Other methods
emerge by emphasizing some aspects of this approach.
5. Discovery math: a constructivist method of teaching (discovery learning) mathematics
which center’s around problem-based or inquiry-based learning, with the use of open-ended
questions and manipulative tools. This type of mathematics education was implemented in
various parts of Canada beginning in 2005. Discovery-based mathematics is at the
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forefront of the Canadian Math Wars debate with many criticizing its effectiveness due to
declining math scores, in comparison to traditional teaching models that value
direct instruction, rote learning, and memorization.
6. Exercises: the reinforcement of mathematical skills by completing large numbers
of exercises of a similar type, such as adding vulgar fractions or solving quadratic equations.
7. Mastery: an approach in which most students are expected to achieve a high level of
competence before progressing.
8. Problem solving: the cultivation of mathematical ingenuity, creativity and heuristic thinking
by setting students open-ended, unusual, and sometimes unsolved problems. The
problems can range from simple word problems to problems from international
mathematics competitions such as the International Mathematical Olympiad. Problem-solving is
used as a means to build new mathematical knowledge, typically by building on students' prior
understandings.
9. Recreational mathematics: Mathematical problems that are fun can motivate students to learn
mathematics and can increase enjoyment of mathematics.
10.Standards-based mathematics: a vision for pre-college mathematics education in the
US and Canada, focused on deepening student understanding of mathematical ideas and
procedures, and formalized by the National Council of Teachers of Mathematics which created
the Principles and Standards for School Mathematics.
11. Relational approach: Uses class topics to solve everyday problems and relates the topic to
current events. This approach focuses on the many uses of mathematics and helps students
understand why they need to know it as well as helping them to apply
mathematics to real-world situations outside of the classroom.
12. Rote learning: the teaching of mathematical results, definitions and concepts by repetition
and memorization typically without meaning or supported by mathematical reasoning. Derisory
terms are drill and kill. In traditional education, rote learning is used to teach
multiplication tables, definitions, formulas, and other aspects of mathematics.

Teaching Students developed their Critical Thinking Skills.

A teacher that emphasizes reasoning, logic and validity gives their students access to
mathematics as an effective way of practicing critical thinking. All students have the ability to
enhance and expand their critical thinking when learning mathematics. Students can
develop this ability when confronting mathematical problems, identifying possible solutions and
evaluating and justifying their reasons for the results, thereby allowing students to become
confident critical thinkers. Critical thinking and reasoning allows students to think about how
they utilize their discipline of mathematical skills (i.e., they think about their method of
thinking). Metacognition helps students to recognize that math is logical reasoning on solutions
to problems. Students are taught how to: identify scenarios; evaluate; select problem-solving
strategies; identify possible conclusions; select logical conclusions; describe how a solution was
summarized; and indicate how those solutions can be applied to more advanced math problems.
This paper indicates the necessity of applying critical thinking and provides an example of how
critical thinking; creativity and flexibility in finding such ways help students to
better understand the concepts of number sense. This discipline of reasoning results with
students who develop the ability with focused thinking, planning and strategizing, which
have been identified as key aspects of organizational success, decision making, and life
choices.
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There are two common strategies in teaching Mathematics:

1. Problem Solving Strategy

2. Problem-based Strategy

1. WHAT IS PROBLEM SOLVING?

 Problem solving is the act of defining a problem; determining the cause of the problem;
identifying, prioritizing, and selecting alternatives for a solution; and implementing a
solution.
 Problem Solving is a mathematical process. As such it is to be found in the Strand of
Mathematical Processes along with Logic and Reasoning, and Communication. This is the
side of mathematics that enables us to use the skills in a wide variety of situations.
 Before we get too far into the discussion of Problem Solving, it is worth pointing out that we
find it useful to distinguish between the three words "method", "answer" and "solution".By
"method" we mean the means used to get an answer. This will generally involve one or
more Problem Solving Strategies. On the other hand, we use "answer" to mean a number,
quantity or some other entity that the problem is asking for. Finally, a "solution" is the
whole process of solving a problem, including the method of obtaining an answer and the
answer itself.
method + answer = solution

 But how do we do Problem Solving? There appear to be four basic steps. Pólya enunciated
these in 1945 but all of them were known and used well before then. And we mean well
before then. The Ancient Greek mathematicians like Euclid and Pythagoras certainly knew
how it was done.
 The four stages of problem solving are
listed below.
 Four Stages of Problem Solving
1. Understand and explore the problem;
2. Find a strategy;
3. Use the strategy to solve the problem;
4. Look back and reflect on the solution.
 Although we have listed the Four Stages of Problem Solving in order, for difficult problems
it may not be possible to simply move through them consecutively to produce an answer.
Itis frequently the case that children move backwards and forwards between and across the
steps. In fact the diagram below is much more like what happens in practice

Problem Based Learning

What is it?

Problem based learning (PBL) is a teaching strategy during which students are trying solve a
problem or set problems unfamiliar to them. PBL is underpinned by a constructivist approach; as
such it promotes active learning. Activities are carried out with groups of students, typically in a
tutorial or seminar setting. PBL fosters self-directed learning, effective problem
solving, and communication and collaboration skills. Students tend to work in groups to problem
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solve with the lecturer or tutor taking a backstage role during the activity, their involvement is
usually limited to guiding and monitoring the process.

Critical Thinking Skills in Math

Critical thinking is a key factor in separating those students who can 'do' math from those who
truly understand what they're doing. When students do math, they can perform computations and
explain concepts because they've learned formulas and definitions through practice and rote
memorization. They don't necessarily know why the formula works, but they can use it.
Likewise, they may not know how some ancient mathematician defined the concept, but they
know the definition.

1. ARGUMENTATION -Argumentation is the thought process used to develop and

present arguments. It is closely related to critical thinking and reasoning.
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An input to a function. A variable that affects a functions result.

Example: imagine a function that works out the height of a tree:

h(year) = 20 × year,
then "year" is an argument of the function "h".

2. CONFLICT RESOLUTION- Conflict, arguments, and change are natural parts of our
lives, as well as the lives of every agency, organization, and nation. Conflict resolution is
a way for two or more parties to find a peaceful solution to a disagreement among them.
The disagreement may be personal, financial, political, or emotional. When a
dispute arises, often the best course of action is negotiation to resolve the disagreement.

Example: Debate, Role-Play

3. CONJECTURE REASONS-A conjecture is a mathematical statement that has not yet

been rigorously proved. Conjectures arise when one notices a pattern that holds true for
many cases. However, just because a pattern holds true for many cases does not mean
that the pattern will hold true for all cases. Conjectures must be proved for the
mathematical observation to be fully accepted. When a conjecture is rigorously proved, it
becomes a theorem. A conjecture is an important step in problem solving; it is not just a
tool for professional mathematicians. In everyday problem solving, it is very rare that a
problem's solution is immediately apparent. Instead, the problem solving process
involves analyzing the problem structure, examining cases, developing a conjecture about
the solution, and then confirming that conjecture through proof.

4. PATTERNING- A pattern is a series or sequence that repeats. The itsy-bitsy spider

climbed the water spout, and then did the same thing again after the weather cleared up.
You can observe patterns - things like colors, shapes, actions, or other sequences that
repeat - everywhere. Think about words or melodies in songs, lines and curves on
buildings, or even in the grocery store where boxes and jars of various items are lined up.
But, one of the most common places to find patterns is in math. Math patterns are
sequences that repeat according to a rule or rules. In math, a rule is a set way to calculate
or solve a problem
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The “Framework for Philippine Mathematics Teacher Education” covers informative

knowledge that guides the following concerned in the assessment and improvement of the
competencies and performance of teachers in Mathematics based on the standards set for
their career development:

1. higher education institutions

2. professional organizations of mathematics teachers
3. school administrators

The following are the qualities of effective mathematics teachers upon which the performance
indicators are also based and anchored on an objective to enhance the quality of education in
Mathematics area:
1. Content Knowledge
2. Pedagogical Knowledge
3. Management Skills

There are many challenges that mathematics teachers and educators encountered that
mathematics teaching becomes difficult to them. Cumulatively, mathematics teachers are
tested by the following:

1. the amount and depth of content in mathematics that is available for them to learn so
that they could teach good and correct mathematics to students;
2. the varied cognitive backgrounds of students requiring a wide range of pedagogical
approaches to learning mathematics;
3. the unpredictability of students’ contexts and behavior these days that require teachers
to be armed with multiple ideas for managing students, class behavior and resources;
4. the existence of various types of technologies and their rapid advancements;
5. the perceived disconnect between school mathematics and everyday life;
6. their role as models of positive values and attitudes, which would carry students far in
their lives and careers, and;
7. the need to continuously develop themselves in the teaching profession.

In the Philippines, high school students range in age from 13 to 18 though sometimes there are
12 and 19 years old and this range of age shows that these learners have different abilities. In a
class of this range of age, it can be observed that diverse students have diverse ability to focus
in certain periods. There are also some students who have the ability to easily move from the
concrete to discussion of abstract ideas, while others cannot. The differences in the abilities can
be attributed to many factors beyond age. These high school students are more into personal
relationships than on their education. There are also students who prefer to focus on not
participating in any activity or class discussion rather than actively engaging in the teaching-
learning process. This is in reflection to teenage culture and the culture in general. But with the
right instructional strategies and motivations, students will still find lessons interesting,
especially if teachers will make lessons relevant to life.
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In the study of Gweshe and Brodie (2019), it was found out that students have diverse
mathematical identities can be attributed to self-esteem, principles, and persistence in
Mathematics. Experiences in the past and in current, the family orientation of the family
members about mathematics can contribute to the learners’ identities. Job chances associated
with mathematics contributed to how learners shaped their mathematical identities.

It is important to note that certain educational philosophies in teaching are guiding stars for an
effective teaching-learning process.

An Overview of Mathematical Philosophy

Ernest (2006) cited the Absolutist View of Mathematical Knowledge which entails of certain and
inalienable truths. This philosophical view upholds knowledge in Mathematics to be composed
of absolute truths representing the unique realm of certain knowledge.
The following are then reasons why philosophy of mathematics is relevant to mathematics
education:
1. The philosophical schools of thought have a direct bearing on educational issues.
2. New entrants to teaching may bring with them undiluted theoretical views on the nature of
mathematics.
The views of the following schools: Logicism, Formalism, Constructivism, Platonism and
Fallibilism, were justified. Next the relationship between these views and certain current issues
in mathematics education is discussed since the relationship concluded that each of the views
provides understandings as to the nature of mathematics and Fallibilism is the viewpoint that is
compatible with humane mathematics education.

Educational Philosophy of Mathematics

Philosophy is a methodical examination and the serious inspection of central glitches. This
includes the masturbation of intellectual capacities which are the thought, question, perceptive
and its fallouts: verdicts, deductions, opinions and information. Philosophy of mathematics
education should attend not only to the aims and purposes of the teaching and learning of
mathematics. It should be looked more widely for philosophical and theoretical tools for
understanding all facets of the teaching-learning process in Matheamtics Education (Ernest et
al., 2016).

The Multiple Intelligence Theory

This theory as cited by Cherry (2019) is a traditional psychometric understanding first charted
by Howard Gardner that all people possessed different kinds of "intelligences." He proposed
that there are eight intelligences but also suggested "existentialist intelligence” to be the
possible ninth.

1. Visual-Spatial
2. Linguistic Verbal
3. Logical-Mathematical
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4. Bodily-Kinesthetic
5. Musical
6. Interpersonal
7. Intrapersonal
8. Naturalistic

Learning Modes

Modes of learning are a established plans that describe the methods people use to acquire,
process, and maintain knowledge, information, and understanding. People are diverse in the
process of learning but majority favor different combinations of visual, auditory, reading, or
kinesthetic (VARK) learning modes. Learners who are familiar with these learning styles will be
able to both teach and learn an extent of ideas and philosophies (Harada, n.d.).

Further, it was added that the VARK modes of learning are the modern equivalence of Fleming’s
learning styles and it is just that lately, the reading component was excluded because reading
aspect was added to allow the difference of visuals and pictures against the written word. While
the modes are only visual, aural, and kinesthetic.

Learning Styles
It is an educational thought that each person prefers different styles and techniques to learn.
Every student has a mixture of learning styles possessed while some may find that they have a
dominant learning style of learning. Moreover, other learners find that they use different styles
in different conditions. Actually, one learner can develop ability in less dominant styles, as well
as further develop styles that he already use well (Chick, n.d.).
Learning styles have more influence because they guide the way of learning. These learning
styles also change the representation of experiences, the way the information is being recalled,
and even the words chosen.
Moreover, learning style uses different parts of the brain. By involving more of the brain during
learning activities, we remember more of what we learn.

1. Visual: The occipital lobes at the back of the brain manage the visual sense. Both the
occipital and parietal lobes manage spatial orientation. You prefer using pictures,
images, and spatial understanding.
2. Aural: The temporal lobes handle aural content. The right temporal lobe is especially
important for music. You prefer using sound and music.
3. Verbal: The temporal and frontal lobes areas (in the left hemisphere of these two lobes).
You prefer using words, both in speech and writing.
4. Physical: The cerebellum and the motor cortex (at the back of the frontal lobe) handle
much of our physical movement. You prefer using your body, hands and sense of touch.
5. Logical: The parietal lobes, especially the left side, drive our logical thinking. You prefer
using logic, reasoning and systems.
6. Social: The frontal and temporal lobes handle much of our social activities. The limbic
system (not shown apart from the hippocampus) also influences both the social and
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solitary styles. The limbic system has a lot to do with emotions, moods and aggression.
You prefer to learn in groups or with other people.
7. Solitary: The frontal and parietal lobes, and the limbic system, are also active with this
style. You prefer to work alone and use self-study.

The Bloom’s Taxonomy

Bloom’s taxonomy is a powerful tool to help develop learning objectives because it explains the
process of learning (Shabatura, 2013):

1. Before you can understand a concept, you must remember it.

2. To apply a concept, you must first understand it.
3. In order to evaluate a process, you must have analyzed it.
4. To create an accurate conclusion, you must have completed a thorough evaluation.
Table 1. The Bloom’s Taxonomy Verb Chart Bloom’s Level Key Verbs (keywords) Example
Learning Objective Create design, formulate, build, invent, create, compose, generate,
derive, modify, develop. By the end of this lesson, the student will be able to design an
original homework problem dealing with the principle of conservation of energy.
Evaluate choose, support, relate, determine, defend, judge, grade, compare, contrast,
argue, justify, support, convince, select, evaluate. By the end of this lesson, the student
will be able to determine whether using conservation of energy or conservation of
momentum would be more appropriate for solving a dynamics problem. Analyze
classify, break down, categorize, analyze, diagram, illustrate, criticize, simplify, associate.
By the end of this lesson, the student will be able to differentiate between potential and
kinetic energy. Apply calculate, predict, apply, solve, illustrate, use, demonstrate,
determine, model, perform, present. By the end of this lesson, the student will be able
to calculate the kinetic energy of a projectile. Understand describe, explain, paraphrase,
restate, give original examples of, summarize, contrast, interpret, discuss. By the end of
this lesson, the student will be able to describe Newton’s three laws of motion to in
her/his own words Remember list, recite, outline, define, name, match, quote, recall,
identify, label, recognize. By the end of this lesson, the student will be able to recite
Newton’s three laws of motion.
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