FRAMEWORK FOR PHILIPPINE MATHEMATICS TEACHER

EDUCATION

Department of Science and Technology

SCIENCE EDUCATION INSTITUTE

Philippine Council of Mathematics Teacher Education (MATHTED), Inc.

Framework for Philippine Mathematics Teacher Education

All rights reserved.

©2011 by the Science Education Institute, Department of Science and Technology (SEI-DOST)
and the Philippine Council of Mathematics Teacher Education (MATHTED), Inc.,
Manila, Philippines

Citation:
SEI-DOST & MATHTED, (2011). Framework for philippine mathematics teacher education.
Manila: SEI-DOST & MATHTED.

ISBN 978-971-8600-47-4

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Foreword

This framework is the product of months of careful planning and discussions, with ideas

coming from the best minds in the field of mathematics, prior to the actual drafting of the

manuscript. Although there may have been opposing views during the development of this

framework, which is not unusual when experts meet, the final output is proof that individuals

with diverse backgrounds and beliefs could be united by a common vision and goal.

The “Framework for Philippine Mathematics Teacher Education” contains resources that could guide

higher education institutions, professional organizations of mathematics teachers and school

administrators in assessing and improving the performance and career development of

mathematics teachers based on a set of standards. The qualities of effective mathematics

teachers in terms of what they should know (content knowledge), what they are expected to do

to achieve quality learning outcomes (pedagogical knowledge) and what they should possess to

be able to manage the different aspects of the teaching and learning process (management

skills) upon which the indicators are based are also included. All these are anchored on the

objective of raising the quality of mathematics education.

It is hoped that this framework will be widely used and applied by the various stakeholders,

and that together we will work towards achieving the desired goal of effective mathematics

teaching among our future teachers.

Dr. Filma G. Brawner

Director, Science Education Institute

 PREFACE
M athematics teacher education in the Philippines is in its most precarious state. The ongoing
IEA International Study on Teacher Education Development, Mathematics Component
will surely lead us to question our practices in developing future teachers of mathematics. This
framework document puts together the most essential ideas that highlight the most important
domains of knowledge that mathematics teachers should develop as they prepare for their future
job in schools.

Excellence in teaching mathematics is the desired goal for our future teachers. This document is
intended for university professors of mathematics education and educational leaders who care
about how our teachers grow and develop as one of the most important citizens of our country in
the next decades. With this framework, we give credence to our teachers who continue to make
supreme sacrifices despite the many obstacles that they face. We believe in their ability to overcome
substandard preparatory programs, inadequate teaching facilities and materials, low wages and
poor regard from their fellow countrymen. But, we all have to help. With this framework, teacher
education institutions can no longer offer excuses not to educate our future mathematics teachers
in the best ways possible.

The Philippine Council of Mathematics Teachers Educators (MATHTED), Inc. and the Science
Education Institute of the Department of Science and Technology present this Framework for
Philippine Mathematics Teacher Education. We hope that this document will open more eyes,
minds and hearts in order that we may all work together for a brighter future for our teachers and
consequently, a secure life for our children.

Catherine P. Vistro-Yu, Ed.D.

Project Director and Lead Researcher
Mathematics Framework Project
(2005 – 2008)
 TABLE OF CONTENTS
Chapter 1. Introduction 1

Chapter 2. Declarations 5

Chapter 3. A Vision 11

Chapter 4. Mathematics Content Knowledge of Teachers 15

Chapter 5. Mathematical Pedagogical Knowledge of Teachers 25

Chapter 6. General Pedagogical Knowledge and Management Skills of Teachers 33

Chapter 7. Mathematical Disposition and Professional Development of Teachers 43

Chapter 8. Ad Infinitum: The Road to Professionalizing Mathematics Teachers 47

Bibliography 53

Acknowledgements 55
 LIST OF TABLES

Table 1. Matrix of Content Emphases in the K-10/11 Mathematics Curriculum 17

that Mathematics Teachers Should Learn
Table 2. Performance Indicators by Domain of Mathematical Content Knowledge 20
Table 3. Performance Indicators for Mathematical Pedagogical Knowledge and 27
Teacher Growth Levels
Table 4. Performance Indicators for Pedagogical Knowledge and Teacher Growth 35
Levels
Table 5. Performance Indicators for Knowledge of Management Skills and Teachers’ 38
Growth Levels
Table 6. Performance Indicators for Enhanced Mathematical Disposition and 44
Professional Development and Teacher Growth Levels
Table 7. Which Type of Program Enhances Teachers’ Competencies? 50

LIST OF FIGURES

Figure 1. A Model for Improving Mathematics Education 3

Figure 2. Knowledge and Skill Components of Mathematics Teaching 11
Figure 3. Highlighted Components Describing Levels of Teachers’ Growth and 13
Development
Figure 4. Recommended Content Expertise and Exposure of K-10/11 Mathematics 15
Teachers in Comparison to Mathematics in Schools and Universities
Figure 5. Mathematics Framework for Philippine Basic Education 23
 Mathematics Framework Project
(Teacher Education)

Project Director and Lead Researcher

Catherine P. Vistro-Yu, Ateneo de Manila University

Technical Staff
Maria Theresa Tulao, Ateneo de Manila University
Debbie Marie Bautista, Ateneo de Manila University
Eric Siy, Ateneo de Manila University

Support Staff
Amelita Tangilon
Lilibeth Villena

Advisory Group
Evangeline Golla, Philippine Normal University
Milagros Ibe, University of the Philippines (U.P.) and Miriam College
Ester Ogena, Science Education Institute

Cooperating Institutions and Groups

DOST-Science Education Institute
Ateneo de Manila University
Miriam College
U.P. National Institute of Mathematics and Science Education Development
 Introduction | 1

CHAPTER 1

INTRODUCTION

A chieving excellence in mathematics teaching is the first step towards professionalizing

mathematics teachers. To do this, mathematics teachers should aim to pursue a high quality
education. Through its course offerings, practicum or field experience and support structures, teacher
education institutions (TEIs), for their part, must offer excellent education to future mathematics
teachers and not settle for anything less.

The many challenges that mathematics teachers expectations, mathematics teachers need to
and educators face today make mathematics display encouraging behaviors and attitudes
teaching especially difficult. Foremost among as well as engage themselves in a life-long
these challenges is the amount and depth of professional development program.
mathematics content that teachers ought to
master. For example, an elementary mathematics In sum, we find that mathematics teachers are
teacher’s belief that any number divided by zero tested by:
is also zero shows that a deep understanding of
mathematics content is sorely lacking among our 1. the amount and depth of content in
mathematics teachers. Directly linked to this is mathematics that is available for them to
our mathematics teachers’ poor preparation in learn so that they could teach good and
identifying effective pedagogies for teaching correct mathematics to students;
specific content material to particular groups 2. the varied cognitive backgrounds of students
of learners. It is not uncommon to observe requiring a wide range of pedagogical
poorly trained mathematics teachers who either approaches to learning mathematics;
teach very low levels of skills to more able 3. the unpredictability of students’ contexts and
students or teach advanced skills to students behavior these days that require teachers to
who lack the prerequisite knowledge or skills. be armed with multiple ideas for managing
Mathematics teachers also find it daunting to students, class behavior and resources;
implement some general learning strategies 4. the existence of various types of technologies
such as the use of cooperative learning and and their rapid advancements;
also to manage their students that are engaged 5. the perceived disconnect between school
in such learning activities. On top of these mathematics and everyday life;

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 2 | Introduction

6. their role as models of positive values and This document is an expression of a principled
attitudes, which would carry students far in stand on how mathematics teachers should be
their lives and careers, and; educated and what they deserve to gain from
7. the need to continuously develop themselves their preparatory and continuing education.
in the teaching profession. Therefore, any person, group or institution
that wishes to engage in the education and
Such challenges hamper mathematics teachers’ professionalization of mathematics teachers are
creative abilities and self-efficacy. Mathematics urged to be mindful of this framework and to
teachers clearly need all the extra help that they adhere to the principles and standards espoused
can get to achieve excellence in the teaching of by this document.
mathematics at the school level.
Scope of the Framework
This framework provides a set of standards There are larger problems that remain as
that could guide TEIs, state universities and almost permanent challenges to mathematics
colleges (SUCs), professional organizations teachers. These include large class sizes in many
of mathematics teachers, schools and elementary and secondary schools, lack of good
other educational groups involved in the quality textbooks, lack of physical space for
educational and professional development of learning (i.e., classrooms, laboratories, etc.) and
mathematics teachers of grade levels K-10/11 lack of qualified personnel including teachers.
in the Philippines. It offers a vision of what a These problems are what Nebres (1983) refer
competent mathematics teacher is and identifies to as macro problems – problems that require
the knowledge components that mathematics massive efforts by government to solve due to
teachers should possess. This document maps their scope and pervasiveness. While we submit
out a professional development continuum for that these macro problems are important to
mathematics teachers and outlines performance address, this framework does not address such
expectations at each growth level. With the problems. These problems are beyond the scope
numerous demands from mathematics teachers, and intent of this document. However, we are
such a framework is needed to ensure high concerned with them and, therefore, accept
quality standards in mathematics education. the challenge of helping address these macro
problems in a future document or forum.

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 Introduction | 3

Figure 1. A Model for Improving Mathematics Education

University Faculty
Researchers

Parents, Community School

Excellent Quality Teacher
(Employers & Consumers), Mathematics
Teachers Education
Professional Groups Education

Supervisors and
Administrators

The ultimate goal is to raise the quality of school mathematics education to world standards. To do
so requires the close coordination among mathematics teachers who are likewise assumed to have
met world-class standards, school supervisors and administrators, university faculty and researchers
and the community at large. Each of these groups contributes in many ways to the improvement or
decline in school mathematics education. At the same time, university faculty and researchers also
contribute to the quality of education at both the pre-service and in-service levels for mathematics
teachers.

– Framework for Mathematics Teacher Education, A Working Draft, 2006

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 Declarations | 5

CHAPTER 2

DECLARATIONS

A ny document that seeks to influence decision makers and empower the lesser individuals in
the educational arena must be grounded in principles that are shared by all people concerned.
The following nine (9) non-negotiable principles guided the development of this framework. One
must keep these in mind when reading and understanding the components of the framework.
These are principles that must prevail in our pursuit of good quality education for developing
highly competent mathematics teachers.

Principle 1. While the ability to explain of mathematics, teachers are better able to guide
and solve a problem is evidence of good students into learning mathematics well.
understanding of some mathematical ideas,
teaching mathematics requires much more However, more than knowing their mathematics,
than these. teachers ought to know how to lay out school
mathematics content and break them down
Teaching mathematics does not only mean into manageable chunks of material to learn.
knowing how to explain or to show how a In order to do this, mathematics teachers must
problem is worked out. Teaching mathematics know the why and how of mathematics in
requires a deep understanding of principles addition to the what of it. How teachers learn
and theories behind every single mathematics their mathematics is also important because
problem that is solved. The saying that “one that is the experience they bring when they
cannot give what one does not have” is very true. teach (Ball and Bass, 2004).
Mathematics teachers ought to possess strong
knowledge of mathematics content. They must Principle 2. Mathematics must be real to
not be satisfied with knowing just enough students and therefore, mathematics teachers
mathematics but rather aim for a deeper level should be mindful of students’ contexts when
of mathematical understanding. They must not teaching mathematics.
be satisfied with knowing just one or two ways
of solving problems but rather try to understand One value of mathematics in a student’s
every possible solution or approach to a problem. education is its usefulness in life. Students
By having a deep understanding and knowledge must therefore be able to connect mathematics
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 6 | Declarations

to their everyday lives. Mathematics teachers solve problems on the board. In fact, students
should consider students’ backgrounds and must bear the responsibility of being actively
contexts when teaching mathematics in order engaged in order to maximize their learning
for students to understand the importance and potential. They ought to join in discussions, ask
uses of mathematics in real life. For example, questions, argue and reason out so that they see
it does not make sense to teach mathematics the many different aspects of mathematics that
using technology in schools when both they are studying. Likewise, even while their
schools and students have limited resources mathematics teacher works out sample problems
and therefore, do not have the technology in class, students, too, must do the problem
needed. Rather, mathematics teachers must be themselves because doing so helps them learn
resourceful and think of alternative approaches and remember the skills and processes used.
to teaching mathematics that does not require
the use of technology. Another example is Mathematics students can still be engaged
when mathematics teachers use applications to even while listening to the teacher. The key is
real life situations that are very different from for the teacher to be able to catch and sustain
students’ personal experiences. Teachers must students’ attention throughout the class period
use situations that students are familiar with while at the same time make them realize
and not some experience that alienates them their responsibility as learners. Mathematics
from mathematics. The landmark study of teachers must, therefore, remember to carefully
Carraher, Carraher and Schliemann (1985) on select learning activities that are interesting and
the Brazilian street children certainly brought stimulating. They should give students adequate
home this point. time to reflect on their own thinking and make
connections between their prior knowledge and
On the other hand, the relevance of the the new knowledge. They should also remember
mathematics being taught does not always to include students in class discussions,
have to be immediately evident. Certain encourage them to ask questions, allow them to
foundational mathematical principles have no argue and make conjectures in order to develop
apparent connection to real life situations but students’ reasoning skills.
are necessary to teach. In these situations, it
is important that mathematics teachers know Principle 4. Mathematics can never be
how to, at the very least, speak the “language” learned in an instant, but rather requires lots
of the students, which includes knowing the of work and the right attitude.
language they speak, the jargon they possibly
use as well, and all the accompanying nuances The mathematics that is being learned in
of their language so that mathematics is still schools today is a product of centuries-old
understandable to the students. discoveries, inventions and experimentations by
mathematicians that have been achieved through
Principle 3. Mathematics is best learned many, many years of hard work, both individual
when students are actively engaged. and collaborative. Mathematics is not an easy
subject to learn. It cannot be learned in an
Mathematics is not a spectator sport. Students instant. Just as our predecessors have invested
must be engaged in the learning activities planned a lot of their time, talent and resources so must
by the teacher for them to learn mathematics today’s learners of mathematics also invest time
(Bernardo, 1998). Therefore, students cannot to learning and understanding it. We believe
expect to learn by simply watching their teacher that students must possess the right attitudes
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 Declarations | 7

to be able to learn mathematics. They must crucial that teachers recognize the alignment of
have patience and a good attitude towards work curriculum, instruction and assessment. Thus,
in order to learn mathematics. Mathematics it is necessary to ensure that the goals of the
teachers, themselves, must understand that most curriculum are achieved through appropriate
students take time to learn (Putnam, Heaton, instructional strategies and assessment. This
Prawat and Remillard, 1992). Thus, they must can be done if teachers constantly reflect on
be patient with students and not expect instant their teaching, that is, analyze whether what
results from them. was intended to be taught has actually been
taught and learned by the students. Moreover,
Principle 5. All students regardless of instruction can be diagnostic in nature. It can be
sex, culture, socio-economic status, religion designed to help identify misconceptions. It can
and educational backgrounds have the right provide learning experiences that allow students
to learn and be taught good and correct to attain conceptual change and maximize
mathematics. learning. Consequently, assessment is integrated
into the teaching process.
Mathematics is not just for an elite group of
students. While certain groups of learners Principle 7. Mathematics as a field
(e.g., males, the Chinese) have been recognized continues to develop and evolve. Therefore,
because of their seemingly “natural talent” the teaching of it must keep up with
in mathematics, mathematics is not meant developments in the field.
just for them. All students regardless of sex,
culture, socio-economic status, religion and Mathematics teachers must realize that the
educational backgrounds deserve to learn field of mathematics continues to grow. More
and be taught good and correct mathematics theories are developed while new processes and
(Gates and Vistro-Yu, 2003). Mathematics solutions continue to evolve or be discovered.
has been proven to improve the quality of The teaching of mathematics must be dynamic,
life through its many applications in many constantly keeping up with new trends and
aspects of the human life. Everyone should developments in the field. Mathematics
receive a high quality mathematics education. teachers must keep in mind the practical value
Oftentimes, mathematics teachers expect less of mathematics – its usefulness in a constantly
from students who come from minority groups changing world. Therefore, they must be open
or underprivileged environments. This practice to developing new techniques in teaching to
must stop because all students deserve to be parallel the developments in the field and in the
treated equally no matter what background world.
they come from. This means that students are
expected to work as hard and study mathematics Principle 8. Technology plays an
as seriously as all other students in schools important role in the teaching and learning
around the country. of mathematics. Mathematics teachers must
learn to use and manage technological tools
Principle 6. Assessment must be an integral and resources well.
part of mathematics instruction.
No one can deny that technology plays a huge
Mathematics teachers must realize the role in the learning of mathematics. With more
importance of the role of assessment in and more powerful computers invented and
improving the teaching-learning process. It is developed everyday, the learning of mathematics
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 8 | Declarations

has become a lot easier for many students Principle 9. Mathematics teachers must
(Heid, 2005). With software that allows for never stop learning.
easy manipulation of variables and provides
picture perfect representations of mathematical It is the responsibility of mathematics teachers
components and entities, mathematics has to continue learning new ideas both about
become much more accessible and real. mathematics and about the teaching of
mathematics. They must continue to grow both
Technology has also made the teaching of as teachers and learners of mathematics. As
mathematics more exciting and less complicated. facilitators of learning, mathematics teachers
With calculators and computers, mathematics must ensure their own personal and professional
teachers are now able to plan real problem growth by engaging in activities that allow them
solving and modeling activities for students to to learn new methods and ideas and produce
learn real and useful mathematics concepts. On learning support materials that will help in the
the other hand, because these tools can easily teaching of mathematics.
perform mathematical tasks, students tend to
rely too much on them, to the point of being too Mathematics teachers must learn to engage
lazy to think and perform even the simplest of in collaborative work that contributes to their
calculations. Mathematics teachers must teach further development. They must also learn how
students to use technology judiciously, keeping to optimize its use with colleagues and maintain
in mind that these tools are meant simply to an atmosphere that encourages sharing of ideas
assist students in their learning of mathematics. and professional support. Mathematics teachers
must also bear the responsibility of reaching
out to the community to which they belong,
helping other people to learn, appreciate and
use mathematics.

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 Declarations | 9

Teaching Principles

Principle 1. While the ability to explain and solve a problem is evidence of good understanding of
mathematical ideas, teaching mathematics requires much more than these.

Principle 2. Mathematics must be real to students and therefore, mathematics teachers should be
mindful of students’ contexts when teaching mathematics.

Principle 3. Mathematics is best learned when students are actively engaged.

Principle 4. Mathematics can never be learned in an instant, but rather requires lots of work and
the right attitude.

Principle 5. All students regardless of sex, culture, socio-economic status, religion and educational
backgrounds have the right to learn and be taught good and correct mathematics.

Principle 6. Assessment must be an integral part of mathematics instruction.

Principle 7. Mathematics as a field continues to develop and evolve. Therefore, the teaching of it
must keep up with developments in the field.

Principle 8. Technology plays a key role in the teaching and learning of mathematics. Mathemat-
ics teachers must learn to use and manage technological tools and resources well.

Principle 9. Mathematics teachers must never stop learning.

Learning Principles

Principle 1. Being mathematically competent means more than having the ability to compute and
perform algorithms and mathematical procedures.

Principle 2. The physical and social dimensions of a mathematical environment contribute to one’s
success in learning mathematics.

Principle 3. Mathematics is best learned when students are actively engaged.

Principle 4. A deep understanding of mathematics requires a variety of tools for learning.

Principle 5. Assessment in mathematics must be valued for the sake of knowing what and how
students learn or fail to learn mathematics.

Principle 6. Students’ attitudes and beliefs about mathematics affect their learning.

Principle 7. Mathematics learning needs the support of both parents and other community groups.

– Mathematics Framework for Philippine Basic Education, 2010

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 A Vision | 11

CHAPTER 3

A VISION
Excellence in mathematics teaching can be achieved with the following vision:

Figure 2. Knowledge and Skill Components of Mathematics Teaching

Vision of a Fully Competent Mathematics Teacher

A fully competent mathematics teacher possesses a strong mathematical content knowledge,
is armed with mathematical pedagogical knowledge as well as general pedagogical knowledge
and management skills, displays an appropriate mathematical disposition and values one’s own
professional development.
Mathematics Content Knowledge General Pedagogical Knowledge
This refers to mathematics teachers’ knowledge This refers to mathematics teachers’
of, understanding of and competencies in the understanding and use of teaching approaches,
contents of mathematics. learning theories and modalities in general
contexts and environments.
Mathematical Pedagogical Knowledge
This refers to mathematics teachers’ Classroom Management Skills
understanding and use of teaching approaches, This refers to mathematics teachers’ approaches
learning theories, assessment principles and in providing for a favorable environment for
modalities particular to mathematics. student learning which includes organizing
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 12 | A Vision

the physical set-up, providing alternative may be weak. Beyond this, the novice teacher
modalities and modes for learning and the use sticks to a certain formula in teaching and
of equipment, tools, kits, gadgets and facilities therefore, lacks depth and is quite inflexible.
needed to effectively teach mathematics. The person is basically inexperienced in many
aspects of teaching and handling a mathematics
Mathematical Disposition class.
This refers to mathematics teachers’ ability
to make decisions for themselves that would Emerging
impact on students’ learning and on their This refers to a mathematics teacher who
own professional development. It includes possesses better qualities than the novice teacher
mathematics teachers’ beliefs and attitudes, and shows promise in the mathematics teaching
their inclination to use mathematics and their profession. The teacher’s strong mathematical
willingness to reach out to others. foundation is apparent in the kinds of materials
used in teaching. The teacher more or less
Professional Development knows which pedagogy and teaching strategies
This refers to mathematics teachers’ level of are effective for certain groups of students and
advancement in the teaching profession beyond practices these. On the other hand, the emerging
the minimum required degree and licensure teacher is still learning some skills in managing
for employment, as well as their involvement students, classrooms and other resources in the
in research and production of learning support class. The emerging mathematics teacher is not
materials. yet consistent in making the right choices in
relation to students and mathematics learning,
Levels of Teachers’ Growth and Development teaching and professional development.

To assist mathematics teachers in their pursuit Accomplished

of excellence and perfection in their profession, At this level, a teacher possesses better
the framework provides a continuum of qualities than the emerging teacher and the
development, mapping out the levels of growth content knowledge is much more solid. An
that teachers could achieve in their profession. accomplished mathematics teacher knows
There are four levels and each is described below: the effective pedagogies and strategies for
mathematics and is able to manage the
Novice classroom learning environment satisfactorily.
This refers to a mathematics teacher who had just The accomplished teacher is more flexible than
finished the required tertiary education degree the novice or emerging teacher. This teacher can
and has passed the Liccensure Examination for adjust to different classroom situations. At this
Teachers (LET) and other requirements. This level, the mathematics teacher’s disposition in
also refers to an individual who has a different mathematics and quest for new knowledge are
profession but had just shifted careers to teach worth emulating.
mathematics. A novice teacher is also someone
who may have a tertiary education degree Expert
different from the required degree but should At this level a mathematics teacher is beyond
have fulfilled the requirements equivalent to the “accomplished”. The expert teacher is successful
required tertiary degree and has passed the LET in all components – possesses very strong content
or is at least on the way to acquiring the required knowledge, has deep understanding of content,
license to teach. His or her content knowledge mathematics pedagogy and general pedagogy
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 A Vision | 13

so that the teacher could easily adjust according

to the situation. The expert teacher excellently
blends theory and practice in mathematics
education. The expert also displays a genuine
desire to champion the cause of mathematics
education. Thus, a mathematics teacher who is
labeled an expert possesses the characteristics of
the “accomplished” and is willing to advocate for
and work towards the continued development
of mathematics teaching and learning.
• Beyond accomplished –
knowledgeable in content,
pedagogy and management
and can adjust to different
situations
• Excellently blends theory
• Consistently uses effective
and practice in mathematics
teaching methods
education
• More knowledgeable about
• Advocates the continued
effective pedagogies for dif-
development of mathematics
ferent types of students
teaching and learning
• More knowledgeable in

 managing students and the
classroom
• More flexible
• Disposition and attitudes
towards professional
• Promising in the development are worth
teaching career emulating
• Strong mathematical • Mathematics content
knowledge knowledge is solid
• Practices pedagogies
that work
• Lacks management
skills
• Inconsistent with
decisions regarding
students, learning,
teaching, professional
development
• LET passer
• Shifted to the teaching
career 

• Inexperienced in the
classroom
• Lacks flexibility
• Lacks depth in teaching
• Content knowledge may
be weak



Novice Emerging Accomplished Expert

Figure 3. Highlighted Components Describing Levels of Teachers’ Growth and Development

Sketch by Martin Kristopher R. Limgenco

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 Mathematics Content Knowledge of Teachers | 15

CHAPTER 4

MATHEMATICS
CONTENT
KNOWLEDGE OF
TEACHERS
A t the heart of all competencies of mathematics teachers is their competency in mathematics.
The primary responsibility of mathematics teachers to their students is to know and understand
very well the mathematics content that they are assigned to teach, and more. This is a fundamental
requirement. For how could they teach mathematics effectively to their students if they themselves
do not understand it? This is the first part of Principle 1 of this framework.

Mathematics for 1st to 3rd yr What high school

mathematics majors* mathematics teachers
should know

Mathematics for 7-10/11

What elementary
Mathematics mathematics teachers
for K-6 should know

* includes Calculus, Linear Algebra,

Number Theory, Discrete Mathematics,
among others

Figure 4. Recommended Content Expertise and Exposure of K-10/11 Mathematics Teachers in

Comparison to Mathematics in Schools and Universities.

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 16 | Mathematics Content Knowledge of Teachers

Figure 4 shows the mathematics that teachers On the other hand, mathematics teachers at the
at the K-10/11 levels should know or have been 7-10/11 grade levels should display mastery in
exposed to in comparison to what students at the aforementioned areas as well as in the areas
these levels are supposed to learn. Mathematics of:
teachers at the K-6 levels should know the • Calculus;
K-9/10 mathematics taught in elementary and • Additional algebras such as Linear Algebra
secondary schools and must have been exposed and Abstract Algebra;
to mathematics at level 10/11. Mathematics • Set theory;
teachers at the 7-10/11 levels should know • College level Number Theory;
the mathematics taught in elementary and • Logic.
secondary schools plus some more major
mathematics courses taught at the first two Content Emphases
or three years of college level courses taken by
Table 1 on the next pages indicates the
mathematics majors in schools of sciences (i.e.,
content knowledge emphases in the content
BS Mathematics) of universities and colleges. preparation of elementary and secondary school
mathematics teachers. The content emphases
Mathematics teachers at the K-6 grade levels have been classified according to the content
should display the right amount of knowledge classification used in the Trends in International
and competencies in the following areas: Mathematics and Science Study (TIMSS) in
• Numbers and number sense (Number 2003, called content strands.
Theory);
• Patterns, symbols, functions (Algebra and
Trigonometry);
• Properties of geometric figures and
measurements (Metric, Non-metric,
Trigonometry, and Analytic Geometry);
• Sets;
• Contemporary mathematics (Discrete
Mathematics);
• Data handling, counting techniques,
measures of chance (Probability and
Statistics).

Philippine Teacher Education

Principle 1
While the ability to explain and solve a problem is evidence of good understanding of some mathematical
ideas, teaching mathematics requires much more than these.

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 Mathematics Content Knowledge of Teachers | 17

Table 1. Matrix of content emphases in the K-10/11 mathematics curriculum that mathematics
teachers should know
Content Strands Mathematics Teachers of K-6 Mathematics Teachers of 7-10/11
The teachers of 7-10/11 should
The teachers of K-6 should show demonstrate the competencies
content competencies by expected of teachers of K-6, as well as
the following:
• Describing correctly the • Describing correctly the structure
structure and properties of and properties of other number
complex numbers: real numbers systems (e.g., congruence-modulo,
(counting, whole, integers, and the like);
fractions, decimals, percent, ratio • Making conjectures involving
& proportion, rational, irrational numbers in these systems;
numbers) and non-real numbers; • Proving conjectures and theorems
• Solving problems involving involving numbers in these
Numbers and
these numbers; systems.
Number Sense
• Posing problems involving these
numbers;
• Making correct conjectures
based on observed numerical
patterns and relationships, and
verifying results;
• Proving fundamental theorems
involving numbers.
• Defining the different terms in • Proving conjectures and theorems
measurement and describing involving measurement;
the attributes of each: length, • Defining the different terms in
mass, weight, time, temperature; measurement and describing
perimeter, circumference, area, the attributes of each: density,
surface area, volume, angle successive approximations, upper
measurement, scales, rate, speed, and lower bounds, limits;
velocity; • Deriving the formula for area of
• Deriving the formula for plane figures and volume of solids
perimeter, area, volume, and using integrals;
surface area of various shapes • Solving problems on area and
Measurement
and solids; volume using integrals.
• Describing and comparing
mathematical and real world
objects using well selected and
appropriate units and tools;
• Solving problems involving
these measurement ideas;
• Posing problems involving these
measurement ideas;
• Making conjectures on
measurement.
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 18 | Mathematics Content Knowledge of Teachers

Content Strands Mathematics Teachers of K-6 Mathematics Teachers of 7-10/11

The teachers of 7-10/11 should
The teachers of K-6 should show demonstrate the competencies
content competencies by expected of teachers of K-6, as well as
the following:
• Describing properties and • Describing properties and
relationships of basic concepts relationships of basic ideas of non-
in the axiomatic Euclidean Euclidean geometry;
geometry (points, lines, planes • Using mathematical investigations
and angles); to explore connections among
• Using appropriate objects geometric ideas and real world
or manipulative materials to situations;
represent geometric terms; • Demonstrating the use of analytic
• Demonstrating geometric geometry to verify and prove
connections; properties of geometric figures.
• Describing properties of plane
and solid figures;
• Free-hand drawing of geometric
figures based on a given
description;
• Constructing geometric figures
based on a given description
Geometry
using a compass;
• Classifying attributes of
different kinds of shapes;
• Demonstrating the use of
algebra to verify the properties
of plane and solid figures;
• Solving and posing problems
involving geometric figures;
• Proving theorems involving
geometric concepts using
inductive and deductive
reasoning;
• Making conjectures about
properties of shapes including
transformations and
combinations of shapes, and
verifying these conjectures.
• Solving equations and • Solving mathematical problems
inequalities; using:
Patterns, • Solving mathematical problems • Matrices and vectors
Functions, and based on real world situations, • Trigonometry
Algebra which include non-routine • Limits and derivatives;
problems; • Recognizing properties of basic
algebraic structures (e.g., groups).
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 Mathematics Content Knowledge of Teachers | 19

Content Strands Mathematics Teachers of K-6 Mathematics Teachers of 7-10/11

The teachers of 7-10/11 should
The teachers of K-6 should show demonstrate the competencies
content competencies by expected of teachers of K-6, as well as
the following:
• Posing algebraic problems based
on real world situations;
• Using different representations
and models of a given real world
situation;
Patterns, • Recognizing patterns and
Functions, and making conjectures based on
Algebra these observed patterns using
(continuation) functions;
• Proving properties of equations
and inequalities;
• Working with all types of
functions (e.g., algebraic and
non-algebraic).
• Demonstrating skills of • Differentiating inferential from
collecting, organizing, reading, descriptive statistics;
representing and interpreting • Solving problems involving
data; • inferential statistics
• Describing terms in counting • probability
techniques and probability; • probability distributions
Data, Analysis and
• Solving problems involving the • and mathematical expectations;
Probability
measures of central tendencies, • Demonstrating skills in analyzing
and measures of dispersions; and interpreting data;
• Making predictions about • Making predictions about
outcomes and verifying these outcomes and verifying these
predictions using intuitive predictions through inferences.
approaches.
Content Knowledge Domains The domain of mathematical concepts refers
to the content topics, principles and theories
We organize content knowledge according within the field and subfields of mathematics.
to four domains. The second part of Principle The domain of processes refers to the skills
1 basically reflects the need for teachers to be and processes in mathematics. These include
competent in each of these four domains: computing, problem solving, reasoning and
proving. The domain of communication refers
• Mathematical Concepts; to the language of mathematics, its notations,
• Mathematical Processes; symbols and various representations. The
• Communication; domain of connections refers to the applications
• Connections. of mathematics to real life situations as well as
to other disciplines.
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 20 | Mathematics Content Knowledge of Teachers

Performance Indicators to whether they are novice, emerging,

Table 2 contains a list of performance indicators accomplished or expert teachers. Ultimately, it
expected of mathematics teachers within the is these standards that will indicate the growth
mathematics content knowledge domains. This level that a mathematics teacher is in.
table lists the kind of knowledge and skills
expected of mathematics teachers according to The stars denote how well mathematics teachers
the knowledge domains Mathematical Concepts, are able to manifest the performance indicator
Mathematical Processes, Communication and based on the quality of the performance, the
Connection and the behavior that indicates consistency of the action or behavior, and the
success in acquiring the desired knowledge. intensity or passion that teachers bring into
The table also specifies the standards at which their performance.
each performance indicator is expected to be
manifested by mathematics teachers according

Table 2. Performance indicators by domain of mathematical content knowledge.

N - Novice; Em – Emerging; A – Accomplished; Ex – Expert

- Barely meets the expectation - Greatly meets the expectation

- Substantially meets the expectation - Exceeds expectation

Domain Knowledge Description and Performance Indicator N Em A Ex

The teacher knows and understands the concepts and principles of mathematics and its
sub-areas or sub-disciplines.
The teacher passes a well designed content
examination for mathematics teachers (i.e.,
qualifying exam, not necessarily the LET).
The teacher receives a passing rate in the
performance evaluation in terms of knowledge of
Mathematical content.
Concepts
The teacher is aware of the assumptions and prerequisites of each mathematical
concept.
Reflected in the teacher’s lesson plans are
appropriate pre-requisite skills and knowledge of the
current lessons.
The teacher can arrange mathematics topics
following their logical sequential order.
The teacher understands the basic thinking processes.
Mathematical The teacher demonstrates facility in using basic
Processes thinking skills, e.g., identifying, classifying, verifying,
comparing and contrasting.

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 Mathematics Content Knowledge of Teachers | 21

Domain Knowledge Description and Performance Indicator N Em A Ex

The teacher understands the higher order thinking processes, e.g., problem solving,
reasoning and proving.
The teacher can solve problems, analyze errors,
reason out, formulate decisions, make conjectures
and prove theorems or conjectures.
The teacher demonstrates varied ways of:
solving a problem;
making conjectures;
reasoning;
Mathematical proving theorems or conjectures;
Processes
(continuation) making decisions
The teacher can generalize results of problems and
extends them to other problem situations.
The teacher is able to apply mathematical reasoning
and appropriate technologies in the development of
concepts, procedures and conjectures.
The teacher generalizes reasoning skills within the
study of mathematics and applies or extends them to
other contexts.
The teacher is able to use problem explorations and
modeling to extend the mathematical understanding
of students.
The teacher understands the language of mathematics and the use of representations in
mathematics.
The teacher demonstrates competence in the use
of the language of mathematics – its specialized
Communication vocabulary, symbols and graphs to represent and
describe mathematical ideas, generalization and
relationships.
The teacher uses precise and developmentally
appropriate language of mathematics.
The teacher uses real world situations to build mathematical knowledge.
The teacher employs objects and situations within
the student’s context in developing conceptual
understanding.
Connection
The teacher can apply mathematical content to real world situations.
The teacher includes activities in the lesson plan
activities that show connection of the concepts to
real world situations.
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 22 | Mathematics Content Knowledge of Teachers

Domain Knowledge Description and Performance Indicator N Em A Ex

The teacher understands the connections within the mathematics curriculum.
(continuation)
Connections The teacher understands mathematical connections to school curricula and to other
(continuation) disciplines.
The teacher connects mathematics to other
disciplines.

Quest for Excellence in Mathematics Content Expert mathematics teachers greatly meet
Knowledge the expectations indicated by the following
behaviors:
It is helpful to pull together the ideas offered • Arranging mathematical topics in their
in Table 2 so that mathematics teachers and logical sequential order;
educators know how to proceed to achieve • Solving problems, analyzing errors,
excellence in the mathematics content reasoning out, formulating decisions,
knowledge. The model for excellence is the making conjectures and proving theorems
Expert mathematics teacher. However, it is or conjectures;
true that not many teachers reach this level of • Using varied ways of making conjectures
growth and performance in their career. The and proving theorems or conjectures;
more realistic objective is for all mathematics • Applying mathematical reasoning and
teachers to aim to become an Accomplished appropriate technologies to develop
teacher. In this section, the expectations of concepts, procedures and conjectures;
Expert and Accomplished mathematics teachers • Generalizing reasoning skills and applying
with respect to mathematics content knowledge or extending them to other contexts;
are summarized. Based on Table 2, Expert • Using problem explorations and modeling
mathematics teachers exceed expectations in techniques to extend students’ mathematical
the following areas: understanding;
• Including in the lesson plans activities that
• Passing performance evaluation; show connections of the concepts to real
• Writing of lesson plans that reflect world situations.
prerequisite knowledge and skills;
• Use of basic thinking skills; On the other hand, the Accomplished
• Use of varied ways of solving a problem, mathematics teacher exceeds expectations in
reasoning and making decisions; the following areas:
• Generalizing and extending results of • Use of basic thinking skills;
solving problems; • Use of the language of mathematics;
• Use of the language of mathematics; • Use of appropriate objects or situations
• Use of appropriate objects or situations to develop students’ mathematical
to develop students’ mathematical understanding.
understanding;
• Constructing connections within and
among the branches of mathematics;
• Connecting mathematics to other
disciplines.
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 Mathematics Content Knowledge of Teachers | 23

The Accomplished mathematics teacher greatly The Accomplished mathematics teacher

meets expectations indicated by the following substantially meets expectations indicated by
behaviors: the following behaviors:
• Passing performance evaluation; • Using varied ways of making conjectures
• Reflecting in the lesson plan appropriate and proving theorems or conjectures;
prerequisite knowledge; • Applying mathematical reasoning and
• Arranging mathematical topics in their appropriate technologies to develop
logical sequential order; concepts, procedures and conjectures;
• Solving problems, analyzing errors, • Generalizing reasoning skills and applying
reasoning out, formulating decisions, or extending them to other contexts;
making conjectures and proving theorems • Using problem explorations and modeling
or conjectures; techniques to extend students’ mathematical
• Use of varied ways of solving a problem, understanding.
reasoning and making decisions;
• Generalizing and extending results of Both the Expert and Accomplished mathematics
solving problems; teachers are expected to substantially pass a well
• Including in the lesson plans activities that designed content examination for mathematics
show connections of the concepts to real teachers, as are the Emerging and Novice
world situations; teachers.
• Constructing connections within and
among the branches of mathematics;
• Connecting mathematics to other
disciplines.

Mathematical Empowerment focusing

on developing Critical and Analytical
Thinking encompasses the following skills
as well: Problem Solving, Communicating
Mathematically, Reasoning and Making
Mathematical Connections. The vision is to
achieve the focus goal through the teaching
of a solid mathematical content, the
development of strong cognitive skills and
the promotion of desirable cognitive values.

Figure 5. Mathematics Framework for Philippine Basic Education

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 Mathematical Pedagogical Knowledge of Teachers | 25

CHAPTER 5

MATHEMATICAL
PEDAGOGICAL
KNOWLEDGE OF
TEACHERS
A n effective mathematics teacher is one that does not only know mathematics deeply but also
knows a lot about the teaching of mathematics. Shulman’s (1986) pioneering categorization
of this type of knowledge among mathematics teachers which he calls Pedagogical Content
Knowledge (PCK) sparked much interest in how one can develop such knowledge. In this
framework, we refer to this type of knowledge as Mathematical Pedagogical Knowledge (MPK)
to clearly indicate the type of knowledge necessary in carrying out the teaching of mathematics
justified by specific principles.

Mathematical Pedagogical Knowledge includes curriculum is developed and designed mainly

four domains: for the purpose of knowing how to use it and
• School mathematics curriculum (Principle 7) plan for its effective implementation. Teachers
• Students’ cognition of mathematics (Principle must understand curriculum in ways that allow
2) them to explain and “unpack” ideas to enable
• Tasks of mathematics teaching (Principles 3 them to help students learn (Ball & Bass, 2004).
and 4) Additionally, mathematics teachers should know
• Mathematical discourse (Principles 3 and 4) the logical and developmental explanations for
The principles alongside each domain are those the sequencing of mathematical topics so that
that justify MPK as a very important knowledge they know how to adjust and change lesson
domain for teachers. sequences when needed.

Knowledge of School Mathematics In order to have a good understanding of what

Curriculum goes into school mathematics curriculum,
Mathematics teachers understand instructional teachers must have a good knowledge of the
planning and design instruction based upon wider field of mathematics, its contents, its
their knowledge of school mathematics research areas and recent developments and
curriculum, curricular frameworks and goals, applications beyond school mathematics. A
students, learning theories and the community sufficient knowledge of these helps mathematics
among others. They must know the contents teachers understand the expectations at the level
of school mathematics curriculum and how of school mathematics.
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 26 | Mathematical Pedagogical Knowledge of Teachers

Knowledge of Students’ Cognition of Mathematics teachers also have to know different

Mathematics ways of assessing students’ understanding of
More than just knowing particular learners, mathematics and their mathematical skills. They
mathematics teachers must have sufficient know how to use these to support and encourage
understanding of how students learn, in general, the continuous development of students.
and understand mathematics. This will help Likewise, teachers could use assessment results
the teachers know what mathematical tasks are to further improve their teaching skills.
appropriate and what teaching methodologies
are effective in promoting students’ development With the availability of technology, mathematics
of critical and analytical thinking, problem teachers must know when to use technology
solving and other mathematical skills (NRC, and how to use the different technological tools
2001). in teaching mathematics.

Mathematics teachers need to know how to Last but not least, mathematics teachers should
interpret students’ mathematical thinking as know how to continuously develop teaching
indicated by their written works and verbal aids and other materials specific to mathematics.
explanations, including the errors students make While there may be available materials, teachers
so that they could determine students’ level of know their students and students’ contexts best,
mathematical understanding. hence, they are in the best position to develop
teaching aids and materials that cater specifically
Mathematics teachers must know the different to their students.
mathematical tasks from which students learn
mathematics best. They must know how to Knowledge of Mathematical Discourse
engage students in significant mathematical Discourse is important in mathematics. It is one
tasks so that they could raise students’ level of way of engaging students deeply in mathematics.
understanding of mathematics and improve The value of mathematical discourse as a
students’ mathematical skills. This implies pedagogical tool cannot be overemphasized. It is
that teachers know what teaching approaches through discourse that teachers are able to detect
are useful in developing specific skills and students’ faulty understanding of mathematical
knowledge in mathematics. concepts as well as appreciate students’ deep and
broad understanding of mathematical theories.
Knowledge of the Tasks of Mathematics Mathematical discourse includes simple verbal
Teaching explanations and short discussions among
This domain includes one’s knowledge of students and between students and teacher.
the different tasks related to the teaching of Mathematics teachers must know how to plan,
mathematics: problem selection, assessment, implement and manage mathematical discourse
technology use and materials development. in the classroom. Communication and verbal
Mathematics teachers need to know how to skills in mathematics are as important as all
select the best problems and exercises to give other mathematical skills.
so that students learn the different methods
and approaches to solving problems and the
applications of concepts.

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 Mathematical Pedagogical Knowledge of Teachers | 27

Table 3.Performance Indicators for Mathematical Pedagogical Knowledge and Teacher Growth Levels
N - Novice; Em – Emerging; A – Accomplished; Ex – Expert
- Barely meets the expectation - Greatly meets the expectation
- Substantially meets the expectation - Exceeds expectation

Domain Knowledge Description and Performance Indicator N Em A Ex

The teacher knows and understands the basic principles of planning and designing
curricula.
The teacher demonstrates understanding of the
principles in the Mathematics Framework for Basic
Education (MFBE) and incorporates these principles
into the planning and design of instruction.
The teacher selects learning materials that are
appropriate for the discipline and curriculum
goals based on the principles established in the
Mathematics Framework for Teacher Education
(MFTE).
School The teacher knows the contents of school mathematics curricula.
Mathematics The teacher establishes learning expectations based
Curriculum on curriculum contents and learning competencies
recommended by the MFBE.
The teacher knows the content sequences of the mathematics curricula.
The teacher recognizes and understands the
prerequisite concepts for each and every content
material in the curriculum.
The teacher adjusts the sequence of content material
as needed without jeopardizing the cognitive
requirements.
The teacher understands the need to constantly develop curriculum materials.
The teacher creates teaching resources, mathematical
tasks and curriculum materials based on the
principles of the MFBE and MFTE.
The teacher knows and understands mathematical learning theories.
The teacher applies results from recent studies on
mathematical processes and learning theories to
develop basic and higher order thinking skills among
Students’ students.
Cognition of
Mathematics The teacher knows and understands students’ mathematical thinking and beliefs.
The teacher uses students’ prior knowledge and
information on students’ mathematical thinking
and beliefs to build students’ understanding of
mathematical concepts.

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 28 | Mathematical Pedagogical Knowledge of Teachers

Domain Knowledge Description and Performance Indicator N Em A Ex

The teacher analyzes and evaluates the mathematical
thinking of students using varied methods of inquiry.
The teacher recognizes and encourages students’
Students’ invented strategies in solving problems (e.g., counting
Cognition of strategies, mental mathematics).
Mathematics The teacher probes students’ mathematical thinking
(continuation) and tests their understanding according to the process
of inquiry and standards offered by the MFBE.
The teacher identifies and corrects students’
misconceptions.
The teacher knows how to engage students in mathematical tasks.
The teacher implements instructional activities that
allow students to be active learners of mathematics.
The mathematical tasks that the teacher poses
provoke, engage and challenge students.
The teacher creates a learning environment where
students formulate their own problems and solve
problems in creative ways. In this environment,
students are given opportunities to reflect upon the
problems, their solutions (or alternative solutions),
generalizations or extensions.
Tasks of
The teacher evaluates, selects, and uses appropriate
Mathematics
learning activities that develop students’ basic and
Teaching
higher order thinking skills.
The teacher knows and understands the general theories of assessment.
The teacher uses formative assessments to gather
cross-sectional views of students’ work, progress and
performance to adjust and improve instruction.
The teacher utilizes appropriate and useful summative
assessments to determine the impact of mathematical
learning activities on students’ learning.
The teacher uses authentic assessments and constructs
rubrics that reflect knowledge of students’ thinking
processes and errors.

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 Mathematical Pedagogical Knowledge of Teachers | 29

Domain Knowledge Description and Performance Indicator N Em A Ex

The teacher appropriately integrates technology into mathematical activities.
The teacher creates a learning environment that
allows students to use calculators, computers and
Tasks of other technological devices when needed to enhance
Mathematics mathematical understanding of concepts and
Teaching processes.
(continuation)
The teacher evaluates, selects and uses appropriate
technologies as aid to effective mathematics teaching
and learning.
The teacher understands the need for mathematical discourse.
The teacher plans and designs instruction to include
discussions and genuine exchange of mathematical
ideas between and among students and teacher.
The teacher encourages students to make connections
and develop a coherent framework for mathematical
ideas.
The teacher examines effects of tasks and
mathematical discourse on students’ mathematical
knowledge, skills and dispositions.
The teacher knows how to implement and manage mathematical discourse.
The teacher creates a learning environment that
promotes critical thinking, reasoning and analytical
thinking among students through discussions and
mathematical discourse.
Mathematical The teacher encourages and accepts the use of the
Discourse following to enhance intellectual discourse:
• Computers, calculators and other technology;
• Concrete materials as models;
• Pictures, diagrams, tables and graphs;
• Invented and conventional terms and symbols;
• Metaphors, analogies and stories;
• Written hypotheses, explanations and arguments.
The teacher encourages and facilitates students’
sharing and recording of mathematical ideas in varied
ways (words, symbols, diagrams, models, etc.) to
develop reasoning skills.
The teacher understands the language of mathematics.
The teacher organizes and consolidates mathematical
thinking through oral, written or symbolic
communication and expresses this clearly and
coherently and encourages students to do the same.

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 30 | Mathematical Pedagogical Knowledge of Teachers

Quest for Excellence in Mathematical thinking and beliefs to build students’

Pedagogical Knowledge understanding of mathematical concepts;
• Analyzing and evaluating the mathematical
It is helpful to pull together the ideas offered thinking of students using varied methods
in Table 3 so that mathematics teachers and of inquiry;
educators know how to achieve excellence • Probing students’ mathematical thinking
in the teaching of mathematics content. and testing their understanding according to
The model for excellence is the Expert the process of inquiry and standards offered
mathematics teacher who has a wider edge by the MFBE;
over the Accomplished teacher in this domain • Recognizing and encouraging students’
of knowledge. However, the Accomplished invented strategies in solving problems (e.g.,
mathematics teacher is just as competent in counting strategies, mental mathematics);
some aspects of mathematics pedagogical • Identifying and correcting students’
knowledge and, therefore, must be emulated as misconceptions;
much. In this section, the expectations of Expert • Implementing class activities that allow
and Accomplished mathematics teachers with students to be active learners of mathematics;
respect to mathematics pedagogical knowledge • Evaluating, selecting and using appropriate
are summarized. learning activities that develop students’
basic and higher order thinking skills;
Based on Table 3, Expert mathematics teachers • Using formative assessments to gather cross-
exceed expectations indicated by the following sectional views of students’ work, progress
behaviors: and performance to adjust and improve
• Demonstrating understanding of the instruction;
principles in the MFBE and incorporates • Utilizing appropriate and useful summative
these principles into the planning and assessments to determine the impact of
design of instruction; mathematical learning activities on students’
• Selecting learning materials that are learning;
appropriate for the discipline and curriculum • Encouraging and facilitating students’
goals based on the principles established in sharing and recording of mathematical ideas
the MFTE; in varied ways (words, symbols, diagrams,
• Establishing learning expectations based models, etc.) to develop reasoning skills;
on curriculum contents and learning • Organizing and consolidating mathematical
competencies recommended by the MFBE thinking through oral, written or symbolic
• Recognizing and understanding the communication and expresses this clearly
prerequisite concepts for each and every and coherently and encourages students to
content material in the curriculum; do the same.
• Adjusting the sequence of content material
as needed without jeopardizing the cognitive The Expert mathematics teacher greatly meets
requirements; expectations as indicated by the following
• Applying results from recent studies on behaviors:
mathematical processes and learning • Creating teaching resources, mathematical
theories to develop basic and higher order tasks and curriculum materials based on the
thinking skills among students; principles by the MFBE and MFTE;
• Using students’ prior knowledge and • Developing mathematical tasks that
information on students’ mathematical provoke, engage and challenge students;
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 Mathematical Pedagogical Knowledge of Teachers | 31

• Creating a learning environment where Notably, the Accomplished mathematics

students formulate their own problems and teacher greatly meets expectations in some of
solve problems in creative ways; the following areas:
• Using authentic assessments and • Understanding of the basic principles of
constructing rubrics that reflect knowledge planning and designing curricula;
of students’ thinking processes and errors; • Understanding of the contents and content
• Creating a learning environment that allows sequences of school mathematics curricula
students to use calculators, computers and • Understanding of mathematical learning
other technological devices when needed theories;
to enhance mathematical understanding of • Understanding of students’ mathematical
concepts and processes; thinking and beliefs;
• Evaluating, selecting and using appropriate • Understanding of the general theories of
technologies as aid to effective mathematics assessment;
teaching and learning; • Developing active learning environments
• Planning and designing instruction to that allow for use of technologies and
include discussions and genuine exchange ensuring that these environments help
of mathematical ideas between and among develop both basic and higher order thinking
students and teacher; skills;
• Encouraging students to make connections • Knowledge of how to implement and manage
and developing a coherent framework for mathematical discourse by specifically
mathematical ideas; R5 ()/,!#(!5 (5 #&#..#(!5 -./(.-]5
• Examining effects of tasks and mathematical sharing and recording of mathematical
discourse on students’ mathematical ideas in varied ways (words, symbols,
knowledge, skills and dispositions; diagrams, models, etc.) to develop
• Creating a learning environment that reasoning skills;
promotes critical thinking, reasoning and R5 ),!(#4#(!5 (5 )(-)&#.#(!5
analytical thinking among students through mathematical thinking through oral,
discussions and mathematical discourse; written or symbolic communication and
• Encouraging and accepting the use of expressing this clearly and coherently
different technologies, mathematical and encouraging students to do the same.
representations and arguments to enhance
intellectual discourse. Mathematics Pedagogical Knowledge requires
a lot of experience before a teacher can truly
become an expert in it. Thus, it is in this area
that Expert and Accomplished teachers have
much greater advantage over Emerging and
Novice mathematics teachers.

Philippine Teacher Education

Principle 2
Mathematics must be real to students and therefore, mathematics teachers should be mindful of students’
contexts when teaching mathematics.

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 General Pedagogical Knowledge and Management Skills of Teachers | 33

CHAPTER 6

GENERAL PEDAGOGICAL
KNOWLEDGE AND
MANAGEMENT SKILLS OF
TEACHERS
T he combination of a broad knowledge of mathematical pedagogies and general pedagogies
makes a potent force that could ensure a high quality mathematics teaching in schools. Every
teacher should have a good, solid general pedagogical knowledge. This knowledge includes the
understanding of students and their development as learners, knowledge of general teaching
methodologies and classroom processes, including lesson planning techniques, knowledge of
theories of assessment and understanding of professional responsibilities. Principles 2, 3, 4, 5 and
7 support the significance of these knowledge domains for mathematics teachers.

Mathematics teachers are also expected to be for teaching not only mathematics but also
armed with skills in managing several aspects little lessons in life and for developing them
of the teaching and learning processes – the as learners who are the future leaders of the
classroom environment, learning resources and country.
the students. This reflects the inherent role of
teachers as facilitators of learning. To ensure Knowledge of General Teaching Techniques
that genuine learning occurs in the classroom, and Classroom Processes
mathematics teachers must be able to handle Mathematics teachers need not only know
everyday learning situations in the most efficient specific teaching techniques for mathematics;
and democratic way possible. a good solid knowledge of general teaching
techniques that have been proven effective such
Knowledge of Students, their Cognitive as group work, practical work, investigative
Development and Contexts studies, class presentations, etc., can help expand
This domain includes teachers’ knowledge of the repertoire of techniques that are tailor-
the general characteristics of students that are fitted to mathematics. Knowledge of classroom
under their care – their developmental and processes helps mathematics teachers keep a
cognitive background, aptitude, the different structure that assists students in developing
situations and contexts that they come from, good study habits. Techniques in checking
their beliefs and attitudes as well as social and attendance and homework, for example, are
cultural backgrounds. Teachers need to know important to learn in order to maximize the
this in order to plan appropriate methodologies potential of each without sacrificing time to
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 34 | General Pedagogical Knowledge and Management Skills of Teachers

complete them. Other classroom processes Mathematics teachers have the responsibility
that are important in any class include taking to know and understand the standards
tests (oral and written), integrating library work, for maintaining good quality education in
recitation, etc. Learning the techniques on how mathematics. These standards ensure that
to conduct or implement these would make pupils do receive the kind of education that they
classroom processes more efficient, exciting and deserve. These standards guide mathematics
interesting to the learners. teachers in their implementation of the
curriculum.
Knowledge of Theories of Assessment
Although mathematics teachers are generally Mathematics teachers also need to develop their
armed with techniques in assessing students’ ability to communicate with parents effectively.
mathematical knowledge and understanding, Parents deserve to know an accurate and fair
mathematics teachers also ought to know the assessment of their children’s progress in school
different theories of assessment. These theories mathematics. Who else would be in the best
explain why certain assessment formats, for position to do this than mathematics teachers?
example, would not work in certain situations They are the ones who teach and nurture students’
but would work in some. knowledge and understanding of mathematics.
They ought to know how to give useful feedback
When knowledge is anchored on theory, to parents regarding their children’s performance
knowledge lasts longer and is held more strongly. in mathematical activities and more importantly,
Thus, it is important for mathematics teachers their understanding of mathematics.
to know and understand the different theories
of assessing knowledge. These theories would Table 4 shows the performance indicators for
make their understanding of assessment richer, general pedagogical knowledge and the levels
enabling them to shift and adjust practices as at which these indicators are expected to be
called for by specific situations and contexts. manifested.

Knowledge of Professional Responsibilities

Teachers’ professional responsibilities include
knowing and understanding the national and
local standards of education and communicating
effectively with parents of pupils, among many
others.

Philippine Teacher Education

Principle 3
Mathematics is best learned when students are actively engaged.

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 General Pedagogical Knowledge and Management Skills of Teachers | 35

Table 4. Performance Indicators for General Pedagogical Knowledge and Teachers’ Growth Levels
N - Novice; Em – Emerging; A – Accomplished; Ex – Expert
- Barely meets the expectation - Greatly meets the expectation
- Substantially meets the expectation - Exceeds expectation

Domain Knowledge Description and Performance Indicator N Em A Ex

The teacher knows the general background and contexts that the students come from.
The teacher uses different learning theories and the
principles of educational psychology to understand
students, their social and cultural backgrounds, their
individual differences and unique contexts so as to
encourage autonomy, responsibility and respect for
others.
The teacher is knowledgeable about the nature of cognitive development of students.
The teacher uses appropriate motivational strategies
(including use of visual aids and appropriate
Students technology) to arouse and sustain the interests of
students and build on and connect concepts.
The teacher motivates students by integrating the
historical development of mathematics, contribution
of cultures, communities and real life situations
in appropriate lessons to develop meaningful
conceptual understanding and connections to
students’ lives.
The teacher uses methods of inquiry that address
the learning needs of students and facilitates their
conceptual understanding of mathematics.
The teacher knows general teaching techniques that extend to particular techniques
useful in teaching mathematics.
The teacher displays knowledge of group work,
practical work, investigative studies and class
Teaching and presentations as different ways of teaching
Classroom mathematics to students.
Processes The teacher knows basic classroom processes like checking of attendance, homework, etc.
The teacher sets definite procedures for checking
attendance and homework and is able to keep track
of other procedures necessary to keep order in
teaching.

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 36 | General Pedagogical Knowledge and Management Skills of Teachers

Domain Knowledge Description and Performance Indicator N Em A Ex

The teacher understands the psychological bases for assessment.
The teacher uses assessment methods and
techniques and makes them an integral part of
instruction to provide information and guidance in
making instructional decisions.
The teacher knows some general assessment techniques that are applicable to
mathematics classes.
The teacher writes useful and accurate assessments
of students.
Theories of The teacher appropriately uses a variety of
Assessment assessment methods to evaluate students’
understanding, progress and performance.
The teacher uses assessment strategies to make
students aware of their strengths and needs and
encourage them to set their own personal goals for
learning.
The teacher knows the appropriate uses of assessment.
The teacher uses assessment results to diagnose
student learning needs, align and modify instruction
and design teaching strategies.
The teacher is familiar with and understands the national and local standards in
mathematics education.
The teacher incorporates the MFBE principles
and standards into the planning, designing and
execution of instruction.
The teacher knows how to effectively communicate with parents, peers and
supervisors.
Professional The teacher displays professionalism in meeting
Responsibilities with parents, peers and supervisors.
The teacher keeps neat and accurate records for
reporting students’ progress and achievements.
The teacher renders good judgment in handling and
discussing sensitive issues involving students.
The teacher adheres to certain protocols and
procedures of the institution when reporting
students’ progress and achievement.

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 General Pedagogical Knowledge and Management Skills of Teachers | 37

Quest for Excellence in General Pedagogical • Writing of useful and accurate assessments
Knowledge and Knowledge of Management of students;
Skills • Use of assessment results to diagnose student
Expertise in mathematics teaching includes learning needs, align and modify instruction
excellence in knowledge of pedagogies that and design teaching strategies;
are not particular to mathematics but are • Incorporation of the MFBE principles and
necessary to ensure learning and to maintain standards into the planning, designing and
an atmosphere of learning. More and more, it execution of instruction;
is important for mathematics teachers to know • Display of professionalism when meeting
how to manage learning resources as well. with parents, peers and supervisors;
• Keeping of neat and accurate records
In the quest for excellence in this knowledge for reporting students’ progress and
domain, it is useful to note that the Expert achievements;
mathematics teacher exceeds expectations in • Rendering of good judgment in handling
the following areas: and discussing sensitive issues involving
• Use of different learning theories and the students;
principles of educational psychology to • Adherence to certain protocols and
understand students; procedures of the institution when reporting
• Use of appropriate motivational strategies to students’ progress and achievement.
arouse and sustain the interests of students
and build on and connect concepts; The Accomplished mathematics teacher greatly
• Motivation of students by integrating the exceeds expectations in the same areas.
historical development of mathematics,
contribution of cultures, communities Knowledge of Management Skills
and real life situations in appropriate In order to maintain a suitable learning
lessons to develop meaningful conceptual atmosphere in the classroom, mathematics
understanding and connections to students’ teachers must have sufficient knowledge in
lives; managing the classroom, the available resources
• Use of methods of inquiry that address the in the classroom and in school and students.
learning needs of students and facilitate their
conceptual understanding of mathematics; Table 5 shows the performance indicators for
• Knowledge of group work, practical work, knowledge of management skills and the levels
investigative studies and class presentations at which these indicators are expected to be
as different ways of teaching mathematics to manifested.
students;
• Setting of definite procedures for checking
attendance and homework and is able to
keep track of other procedures necessary to
keep order in teaching;
• Use of assessment methods and techniques
as an integral part of instruction to provide
information and guidance in making
instructional decisions;

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 38 | General Pedagogical Knowledge and Management Skills of Teachers

Table 5. Performance Indicators for Knowledge of Management Skills and Teachers’ Growth Levels
N - Novice; Em – Emerging; A – Accomplished; Ex – Expert
- Barely meets the expectation - Greatly meets the expectation
- Substantially meets the expectation - Exceeds expectation

Domain Knowledge Description and Performance Indicator N Em A Ex

The teacher knows the effects of larger or smaller class sizes and multi-grade classes.
The teacher can adjust teaching methodologies to
capitalize on the strengths of large or small classes
and of having multi-grade classes.
The teacher knows how to optimize the classroom space to enhance learning.
The teacher can accommodate a variety of activities
for students according to the amount of physical
space available.
The teacher provides a safe, comfortable and
intellectually stimulating environment that is
conducive for learning mathematics.
The teacher recognizes the role of errors in fostering better understanding of
mathematics concepts.
Classroom The teacher maintains a supportive atmosphere of
as a learning trust and respect for students’ ideas.
environment The teacher provides the necessary scaffolding for
students to correct their own errors.
The teacher understands the value of keeping a learning community in the classroom
that adheres to democratic and collaborative principles.
The teacher shows respect for each individual
student and encourages everyone in the class to do
the same. The teacher avoids acts that discriminate
against specific groups of learners (e.g., slow
learners).
The teacher maintains an atmosphere that allows
students to work collaboratively with one another.
The teacher uses appropriate language, encourages
genuine exchange of ideas in the form of discussions
and promotes communication during class.

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 General Pedagogical Knowledge and Management Skills of Teachers | 39

Domain Knowledge Description and Performance Indicator N Em A Ex

The teacher knows the available resources, facilities, equipment and other materials
available for use.
The teacher provides materials that are not available
in school, whenever possible.
The teacher displays resourcefulness and creativity in
providing materials that are not readily available.
The teacher routinely checks all resources, facilities
and equipment under one’s care.
The teacher makes use of varied resources, facilities,
Classroom, equipment and other materials appropriate to the
school and lessons.
community
resources The teacher recognizes the indigenous resources found in the community.
The teacher promotes the use of indigenous
resources through mathematical investigations,
explorations and projects.
The teacher provides learning experiences that
promote awareness and appreciation of mathematics
that is rooted in the students’ culture.
The teacher is aware of the human resources available in school and in the community.
The teacher invites resource persons for learning
activities when appropriate and possible.
The teacher understands the general psychological and cognitive development of
students.
The teacher displays sensitivity to, and draws on,
students’ diverse background experiences and
dispositions.
The teacher accommodates different learning
abilities and diverse learning styles of students.
The teacher motivates students to become
Students and productive and self-regulated learners.
Students’
behavior The teacher observes, listens and gathers useful
information about students to assess what and how
they are learning.
The teacher knows how to maintain proper behavior and discipline in the classroom.
The teacher utilizes correct discipline principles in
the classroom.
The teacher handles unanticipated events and
critical incidents in the classroom wisely, efficiently
and properly.

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 40 | General Pedagogical Knowledge and Management Skills of Teachers

Domain Knowledge Description and Performance Indicator N Em A Ex

The teacher knows motivational strategies to sustain students’ interest.
The teacher positively uses sense of humor, “light
moments” or appropriate body language to enhance
Students and learners’ enthusiasm.
Students’ The teacher monitors students’ participation in
behavior discussion and decides when and how to encourage
(continuation) each student to participate.
The teacher encourages students to listen, respond
and pose questions to the teacher and to one
another.

Quest for Excellence in Knowledge of • Invites resource persons for learning

Management Skills activities when appropriate and possible;
This is perhaps one domain in which even • Utilizes correct discipline principles in the
expert mathematics teachers are tremendously classroom;
challenged. Mathematics teaching is a juggling • Positively uses sense of humor, “light
act, requiring teachers to balance their attention, moments” or appropriate body language to
time, skills and expertise in different domains in enhance learners’ enthusiasm;
order to create a wonderfully integrated learning • Encourages students to listen, respond and
environment for students. pose questions to the teacher and to one
another.
In spite of some difficulties involved, however,
the Expert mathematics teacher would still On the other hand, the Expert mathematics
exceed expectations as indicated by the following teacher greatly exceeds expectations in the
behaviors: following areas:
• Shows respect for each individual student • Adjustment of teaching methodologies to
and encourages everyone in the class to do capitalize on the strengths of large or small
the same; classes and of having multi-grade classes;
• Maintains an atmosphere that allows • Accommodation of a variety of activities
students to work collaboratively with one for students according to the amount of
another; physical space available;
• Uses appropriate language, encourages • Provision of a safe, comfortable and
genuine exchange of ideas in the form of intellectually stimulating environment that
discussions and promotes communication is conducive for learning mathematics;
during class; • Maintenance of a supportive atmosphere of
• Provides materials that are not available in trust and respect for students’ ideas;
school, whenever possible; • Use of the necessary scaffolding techniques
• Displays resourcefulness and creativity in for students to correct their own errors;
providing materials that are not readily • Use of varied resources, facilities, equipment
available; and other materials apt for the lesson;
• Promotes the use of indigenous resources • Routine check-up of all resources, facilities
through mathematical investigations, and equipment under one’s care;
explorations and projects;
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 General Pedagogical Knowledge and Management Skills of Teachers | 41

• Provision of learning experiences that • Gathering of useful information about

promote awareness and appreciation of students to assess what and how they are
mathematics that is rooted in the students’ learning;
culture; • Wise, efficient and proper handling of
• Sensitivity to students in order to draw on unanticipated events and critical incidents
their diverse background experiences and in the classroom;
dispositions; • Monitoring of students’ participation in
• Accommodation of different learning discussion in order to decide when and how
abilities and diverse learning styles of to encourage each student to participate.
students;
• Motivation of students to become productive
and self-regulated learners;

Philippine Teacher Education

Principle 4
Mathematics can never be learned in an instant, but rather requires lots of work and the right attitude.

Principle 5
All students regardless of sex, culture, socio-economic status, religion and educational backgrounds have the
right to learn and be taught good and correct mathematics.

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 Mathematical Disposition and Professional Development of Teachers | 43

CHAPTER 7

MATHEMATICAL
DISPOSITION AND PROFESSIONAL
DEVELOPMENT OF TEACHERS

T he last but not the least component of competencies expected of mathematics teachers
considers the affective aspects, or the so-called person in a mathematics teacher. Before subject
matter and teaching proficiency, mathematics teachers must first be models of good mathematical
disposition. As defined, mathematical disposition is the teachers’ ability to make decisions for
themselves that would impact on students’ learning and on their own professional development.
It includes mathematics teachers’ beliefs and attitudes, their inclination to use mathematics and
their willingness to reach out to others. Such disposition inevitably results in a transfer of the same
disposition to students. This, of course, is most desired.

Teachers’ mathematical disposition can primarily in increased self-efficacy. This, in turn,

be thought of according to the natural leads to increased desire for further professional
consequence and objects of such disposition. growth and development. Good mathematical
Their mathematical disposition could influence disposition may also be directed to others, which
students’ development of positive attitudes and includes fellow teachers and the community. This
motivation to learn mathematics. Likewise, results in increased professional relationship and
mathematical disposition could affect teachers’ cooperation between the mathematics teacher
self-efficacy and desire for professionalization. and others. Mathematics teachers cannot
Thus, teachers’ mathematical disposition could function alone while trying to raise the quality of
be directed towards self, students or others. mathematics teaching and learning. Thus, they
need to develop their collegial skills, enabling
Studies have shown that mathematics teachers’ them to establish professional networks and
beliefs and attitudes, which are manifested in partnerships through which a genuine exchange
their mathematical disposition and are reflected of ideas and sharing of skills could develop.
in their teaching, influence and affect their This is important for mathematics teachers to
students’ own beliefs and attitudes. Good grow professionally. Principles 7 and 9 justify
mathematical disposition among teachers lead the significance of this knowledge domain for
to increased positive attitudes among learners, teachers.
which naturally result in increased motivation
to learn more mathematics. Table 6 indicates the performance indicators for
good mathematical disposition and the levels of
When mathematics teachers display good teachers’ growth and development which these
mathematical disposition, there is also an indicators are expected to be manifested.
inward direction towards self, which results
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 44 | Mathematical Disposition and Professional Development of Teachers

Table 6. Performance indicators for enhanced mathematical disposition and professional development
and teacher growth levels.
N - Novice; Em – Emerging; A – Accomplished; Ex – Expert
- Barely meets the expectation - Greatly meets the expectation
- Substantially meets the expectation - Exceeds expectation

Domain Knowledge Description and Performance Indicator N Em A Ex

The teacher exhibits a disposition to engage in mathematical activities and to teach
mathematics.
The teacher exudes or communicates in an intrinsic
way an appreciation for mathematics and a spirit for
doing mathematics.
The teacher uses mathematics and mathematical
language to describe or explore real world
Self phenomena.
The teacher exhibits a healthy respect for systematic
thinking, e.g., organize written arguments or
solutions in a neat and logical order.
The teacher exhibits self-confidence (as opposed to
braggadocio or bluffing), flexibility (as opposed to
dogmatism or one-track-mindedness) and curiosity
(as opposed to complacency).
The teacher knows techniques that will foster students’ mathematical disposition; that
is, encourage students’ confidence in doing mathematics.
The teacher uses verbal cues during instruction that
maximize learning among students.
Student The teacher turns students’ mistakes into learning
experiences and helps students realize that one can
learn from mistakes; they are a part of the learning
process.
The teacher engages students in mathematical
discourse (as opposed to always lecturing).
The teacher knows the requisites for professional growth.
The teacher engages in analyses of one’s own
teaching by self, with peers, with superiors.
The teacher undertakes further study through
Others graduate courses, in-service courses, seminars and
other fora.
The teacher gets involved in research to understand
students, mathematics, learning and other related
elements in mathematics education.

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 Mathematical Disposition and Professional Development of Teachers | 45

Domain Knowledge Description and Performance Indicator N Em A Ex

The teacher understands the need to establish collegial partnerships and networks.
The teacher actively participates in discussions and
meetings among colleagues and fellow teachers.
The teacher gets involved in the production of
learning support materials.
Others The teacher volunteers to organize or reach out
(continuation) to potential partners and colleagues in different
activities that enhance mathematics teaching.
The teacher advocates continuous professional
development of teachers and actively engages in
activities that promote the professional development
of teachers.

Quest for Excellent Mathematical Disposition • Exhibits self-confidence (as opposed

and Professional Development for Teachers to bluffing), flexibility (as opposed to
dogmatism or one-track-mindedness) and
This is one domain in which the Novice teacher curiosity (as opposed to complacency);
is truly a neophyte in all sense of the word. • Actively participates in dialogues and
Perhaps, this is due to the many demands of meetings among colleagues and fellow
mathematics teaching that prevent a novice teachers;
teacher from focusing too much on the self and • Volunteers to organize or reach out to
development of the self. This document argues potential partners in varying activities that
that the teacher’s self is as important as the enhance mathematics teaching;
subject one is teaching as well as the students • Advocates continuous professional
that one faces everyday. development of teachers and actively engages
in activities that promote the professional
To summarize, the Expert mathematics teacher development of teachers.
does attend to the needs of the self and maintains
a pleasant and enviable disposition truly worth On the other hand, the Expert mathematics
emulating. The Expert mathematics teacher teacher greatly meets expectations in the areas
exceeds expectations in the areas indicated by indicated by the following behaviors:
the following behaviors: • Uses verbal cues during instruction that
• Exudes or communicates in an intrinsic way maximize learning among students;
an appreciation for mathematics and a spirit • Turns students’ mistakes into learning
for doing mathematics; experiences and helps students realize that
• Uses mathematics and mathematical one can learn from mistakes;
language to describe or explore real world • Engages students in mathematical discourse;
phenomena; • Engages in analyses of one’s own teaching
• Exhibits a healthy respect for systematic by self, with peers, with superiors;
thinking, e.g., organize written arguments • Undertakes further study through graduate
or solutions in a neat and logical order; courses, in-service courses, seminars and
other fora;
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 46 | Mathematical Disposition and Professional Development of Teachers

• Gets involved in research to understand In the area of professional growth, the

students, mathematics, learning, and other Accomplished mathematics teacher is expected
related elements in mathematics education; to engage in activities that promote one’s own
• Gets involved in the production of materialsdevelopment. It is the Expert teacher that
that support learning. exceeds expectations in this area. As an expert,
the Expert mathematics teacher is a leader
The Accomplished mathematics teacher greatly and a champion of the noble goals of excellent
meets expectations in the following areas mathematics teaching.
indicated by the following specific behaviors:
• Exudes or communicates in an intrinsic way
an appreciation for mathematics and a spirit
for doing mathematics;
• Uses mathematics and mathematical
language to describe or explore real world
phenomena;
• Exhibits a healthy respect for systematic
thinking;
• Uses verbal cues during instruction that
maximize learning among students;

Philippine Teacher Education

Principle 6
Assessment must be an integral part of mathematics instruction.

Principle 7
Mathematics as a field continues to develop and evolve. Therefore, the teaching of it must keep up with
developments in the field.

Principle 8.
Technology plays an important role in the teaching and learning of mathematics. Mathematics teachers
must learn to use and manage technological tools and resources well.

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 Ad Infinitum: The Road to Professionalizing Mathematics Teachers | 47

CHAPTER 8

AD INFINITUM: THE ROAD

TO PROFESSIONALIZING
MATHEMATICS TEACHERS

T he road to excellence in mathematics teaching is difficult. Yet, there is a prevailing belief that
mathematics teaching or teaching in general does not require an educational preparation that
is as demanding and tough as that for scientists, engineers, doctors and lawyers. The knowledge
domains and expectations laid out in the earlier chapters explicitly show that educating mathematics
teachers is as difficult as the aforementioned professionals.

Educating the Future Mathematics Teacher future mathematics teachers must conform to
Mathematics teaching is a complex activity. the highest standards in the field. It should not
The amount of knowledge required to be a scrimp on opportunities for future mathematics
competent and effective teacher is not found teachers to broaden and deepen their knowledge
solely in the university classroom nor obtained of mathematics, techniques of teaching and
from classroom teaching experience alone. useful research about the teaching and learning
Classroom knowledge and experience are of mathematics.
necessary ingredients to develop competence
in this field. Nevertheless, it is important to Competent Teacher Educators
discuss other aspects of a desired preparatory The quality of a preparatory program for
educational program for future mathematics mathematics teachers is affected by the professors
teachers. These are an excellent curriculum, and staff who teach and organize instruction
competent professors, a well-planned practicum and assessments in the program. Competent
program and a credible professional accrediation teacher educators are a necessity if we are to
system. ensure high quality preparation for future
mathematics teachers. Substandard teaching of
Excellent Curriculum mathematics is not acceptable. Only the most
An excellent curricular program for future competent professors must teach mathematics to
mathematics teachers is one that adheres to future mathematics teachers so that in addition
the vision of this framework. Definitely, it to the content, these teachers would be able to
requires an excellent combination of courses acquire the discipline, rigor and habits needed
that teach mathematics content, mathematics to successfully learn the subject. Likewise, the
pedagogy, general pedagogy and research. Like teaching of pedagogies that limit mathematics
any university program, a curricular program for learning to a mere textbook-blackboard-paper
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 48 | Ad Infinitum: The Road to Professionalizing Mathematics Teachers

experience should be minimized. What is teachers that could possibly include practical
needed from mathematics education professors and oral examinations. The government should
is the teaching of a dynamic set of techniques impose stricter standards in the preparation and
that allow for more exciting and effective ways administration of examinations to make the
of learning mathematics. accreditation system much more credible than
it is now.
The bottom line is that future mathematics
teachers need good role models and it is the Continuing Education of Mathematics
professors who could provide the knowledge Teachers
and guidance needed as teachers go through The goal of any continuing professional
their four years of education in university. development program for mathematics teachers
should include facilitating their growth and
Well-planned Practicum Program movement toward the “Accomplished” and
A well-planned practicum program is essential “Expert” levels that have been described in the
in preparing future mathematics teachers. earlier chapters. Whether these continuing
This program must be focused, rich and programs are in the form of full-degree, post-
dynamic. Future teachers should be offered real baccalaureate programs or short courses,
opportunities to get immersed in the difficulties each professional development program for
of an actual teaching job. They also need to mathematics teachers must specify the targets
be guided by expert teachers – teachers who that will clearly pave the way for growth of
would serve as additional role models – in the teachers towards the aforementioned levels.
cooperating schools. The practicum program
must include opportunities for reflection and Continuing professional development programs
processing of teaching experiences to allow could be more systematically planned by
for adjustments and modifications in their classifying these according to three domains:
knowledge and understanding of the teaching nature of the program, type of education and
dynamics. Program advisers who are accountable duration.
for the successful implementation of practicum
programs have to ensure that these programs By Nature
do provide the vital link between theory and Continuing professional development
practice of teaching. programs that are designed to level off teachers’
competencies against the required basic
Credible Professional Accreditation System competencies are referred to as Levelling-Off
The first publicly acknowledged and legal step Programs. These programs are aimed at teachers
to being considered a professional is to pass a who are considered to be at the pre-novice
credible professional accreditation, which is stage. The programs facilitate the movement of
often given in the form of a written examination. these teachers towards the novice level. They
By law, all teachers must pass the LET offered are designed to help teachers who do not meet
by the Philippine Regulatory Commission the minimum standards or requirements for
(PRC). It is recommended, however, that other mathematics teaching develop basic knowledge
types of accreditation be allowed, as long as and skills in mathematics and mathematics
these meet rigorous professional standards. teaching. The nationwide program Project
Professional teacher organizations could assist Rescue Initiatives in Science Education (RISE)
in developing a comprehensive and credible is an example of such type of a program.
professional accreditation system for future Programs that are designed to provide
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 Ad Infinitum: The Road to Professionalizing Mathematics Teachers | 49

teachers with new competencies to broaden classes are also examples of informal programs.
their knowledge within the same level of Non-formal programs are programs that are
accomplishment are referred to as Updating school-based but not structured. Examples
Programs. These are programs that do not of these would include division-wide training
intend to raise the level of competency but to programs in the use of computers for data
expand their knowledge, understanding and manipulation and word processing.
skills to include wider variety of contexts and
situations on which the knowledge is applicable By Duration
or useful. It is useful to describe continuing professional
education programs according to their duration
Specializing Programs are programs that are or length. Short-term continuous programs are
designed to provide teachers with higher those held continuously and regularly for up to
level of skills, competencies or knowledge so 12 months. Long-term continuous programs
that they deepen their understanding of the are those held continuously and regularly but
subject matter. The intent is to upgrade or last for more than 12 months. Serial programs
raise the quality of skills and understanding are those held regularly but not continuously
of mathematics and mathematics teaching. and are offered in a series over a defined period
Post-baccalaureate programs such as the M.A., of time.
M.S. or Ph.D. programs are examples of these
programs and so are the short-term, specialized Table 7 shows the nature of programs that
courses that do not necessarily lead to a degree. cater best to enhancing particular teacher
competencies, the perceived best format and
Programs that are designed to enhance duration of these programs. This table may
mathematics teachers’ skills in action- be used as a guide in plotting the strengths
based classroom research are referred to and usefulness of programs that mathematics
as Professionalizing Programs. These are teachers find themselves enrolling in. It
programs that are designed to help teachers offers TEIs and all other teacher education
develop themselves as a teaching colleague in a providers a matrix on which they could plot
community of academic professionals. Examples the programs that they offer, enabling them to
of these programs are research internships or plan their courses better and with more focus.
workshops facilitated by experts or sometimes, It is in the interest of mathematics teachers
supervisors of schools. that the different education providers take the
matrix seriously to avoid unproductive and
By Type of Education repetitive programs that are offered aimlessly to
Continuing education professional development mathematics teachers.
programs may be formal, informal or non-
formal. Formal programs are school based and
follow a fixed structure. Master’s and doctoral
programs are examples of this type. Informal
programs are programs that are not school-
based. Examples of this include training
programs for writing action research and for
writing research proposals for funding that are
conducted by independent (non-school based)
institutes or centers. The Knowledge Channel
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 50 | Ad Infinitum: The Road to Professionalizing Mathematics Teachers

Table 7. Which Type of Program Enhances Teachers’ Competencies?

Type of
Nature Target Teacher Knowledge Domain Duration
Education
• Mathematical Content Knowledge Long Term
Levelling-Off Formal
• Mathematical Pedagogical Knowledge Serial
• Mathematical Content Knowledge
Formal Short term
• Mathematical Pedagogical Knowledge
Updating Informal Long term
• General Pedagogical Knowledge and
Non-formal Serial
Management Skills
• Mathematical Content Knowledge
Specializing Formal Long Term
• Mathematical Pedagogical Knowledge
Non-formal Short Term
• Mathematical Disposition and
Professionalizing Informal Long Term
Professional Development
Formal Serial

What Lies Ahead

Excellence in teaching must be a lifetime goal Implications of what have been outlined
of all Filipino teachers. To achieve this requires in the preceding chapters include the need
quality education, mentorship by good role to rethink our policies and procedures for
models and sincere earnestness on the part hiring mathematics teachers. Certainly, the
of the future teacher to succeed. The aim for competencies that have been outlined must
excellence is synonymous to a desire for our be considered even for promotion policies and
students to succeed in their education. It is procedures as well.
in the best interest of the future generations
that mathematics teaching reach its highest The next step is to engage interested groups,
standards. academics and government in discussions on
how this framework may best be utilized to
In the hope of improving mathematics teaching improve the quality of the learning and teaching
in Philippine schools, this framework advocates of Filipino mathematics teachers.
continued efforts in the form of continuing
programs for mathematics teachers’ professional
development that allow mathematics teachers
to grow from being novices to becoming
emerging and accomplished teachers. This must
be the aim of all teacher education programs in
mathematics.

Philippine Teacher Education

Principle 9

Mathematics teachers must never stop learning.

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 Bibliography | 53

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Education (pp. 31-73). Dordrecht: Kluwer Academic Publishers.

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(Eds.), 67th , pp. 345 – 366. Reston, VA: NCTM.

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Nebres, B. F. (1983). Problems of mathematical education in and for changing societies. In

Problems in Southeast Asian Studies, Proceedings of ICMI-JSME Regional Conference on
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Vistro-Yu, C. P. (2005). Preparing the Mathematics Teachers of Tomorrow. In MATHTED 2005

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 Acknowledgements | 55

ACKNOWLEDGEMENTS
MATHTED and SEI wish to thank the following individuals, institutions and groups for
responding to our calls for feedback, for serving as reviewers of the manuscript drafts and for
participating in the various fora and workshops held from the years 2006 to 2007. Their invaluable
contributions and insights were most important in the revision of the framework working draft.

Cooperating Institutions and Groups Final Draft Workshop Participants

DOST-Science Education Institute Alva Aberin, Ateneo de Manila University
Ateneo de Manila University Alona Belarga, West Visayas State University
Commission on Higher Education Technical Erminda Fortes, Philippine Normal University
Panel for Teacher Education Evelyn Garcia, Ateneo de Davao University
De La Salle University Nympha Joaquin, University of the Philippines
Department of Education Auxencia Limjap, De La Salle University
Miriam College Elsie Pacho, Don Mariano Marcos Memorial
National Academy of Science and Technology State University
Professional Regulation Commission
State Universities and Colleges Teacher Educa- Reviewers (Stage 2)
tion Association Milagros Ibe, U.P. and Miriam College
U.P. National Institute of Mathematics and Sci- Erminda Fortes, Philippine Normal University
ence Education Development

Reviewers (Stage 1)
Alona Belarga, West Visayas State University
Concepcion Cachero, Southville Foreign Col-
leges
Josefina Cunanan, Professional Regulatory
Commission
Gloria Salandanan, Professional Regulatory
Commission
Rosemarievic Villena-Diaz, Philippine Normal
University