an assessment Banao, Magdalena M. creator Cachola, Ma. Judy Capinpin, Dominador C. text xxu Parañaque City Olivarez College 1999 monographic eng

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All students, regardless of race, ethnic group, gender,socio-economicstatus, geographic location, age, language, disabllity, or prior mathematicsschlevement, deserve equltable access to challenglng and meaningful mathematicslearning and achievement. This concept has profound implications for teaching andlearning mathematics throughout the school community. It suggests that ensuringequity and excellence must be at the core of systematic reform efforts, not only inMathematics,but in education as a whole. Educators and comm{ldbltil}nity members, too, are beginming to recognize thatmost students, including a disproportionate number of women, and the poor, leaveschool without the mathematical skills they need to thrive in an increasingly complex,global economy. The role of mathematics in this fast-changing science and technology-oriented environment can't be over-emphasized. If reading is the tool to learning,mathematics is the tool to science and technology. This recognition is refected in aseries of changes in the approaches to mathematics education here and abroad. Approaches to mathematics education, like the approaches in all otherareas of education, change to reflect new thinking and the needs of society. Since World War II, Mathematics teaching was still largely based on rotelearning, with no understanding required. It gave no explanation of the meaning ofthe steps. Many educators felt that rote memorization was a had teaching technique.Shortly after World War II, they introduced explanations of why operations workedinto the mathematics curriculum. These methods prodnced students who could domath, but they weren't noticeahly better than students who had learned by rote. In the 1950s, other lcarning theories came into play. One was discoverylearning. According to this theory, students would learn better if they discover themeaning of what they arc doing. Partly because of this, the amount of math taught incach grade was reduced. Another innovation also occurred in the 1950s.They called thisreorganization spiral learning - {93}a series of short, spaced practice sessions produceslonger lasting improvement than does a single, long practice session.{94} Based on thisnotion, educators reorganized the sequence in which math was taught so that an idearecurred several times, each time with increased complexity. Teachers disliked thisapproach, and students seemed to learn less when it was used. Magdalena M. Banao. Master Thesis Mathematics curriculum Mini-revolutions curriculum Private & non-government organization T 370 1999 OCLRC 230126 20260730103746.0 9539