BY HERMAN M. LAGON
DESPITE its critical role in modern education, technology in mathematics is often poorly integrated into classrooms. Many schools lack adequate educational technology, and teachers are seldom trained or equipped to effectively utilize it. As a result, the vast potential of digital tools and applications — such as Desmos, GeoGebra, PhotoMath, ChatGPT, MS Office Tools, Canva, YouTube, Khan Academy, PHET Simulations, Zoom, Kahoot!, Quizizz, Seesaw, Nearpod, Google Forms and Drives, as well as learning management systems, collaboration platforms, productivity models, plagiarism detectors, and research applications — remains largely untapped in enhancing students’ understanding and engagement in mathematics.
Teachers’ ongoing professional development, without question, is one vital priority. New teaching methods and best practices are constantly emerging in mathematics education. However, the K-12 program needs to provide more ongoing teacher training, forcing them to use outdated methods. This lack of support makes curriculum implementation inconsistent and ineffective.
My students were also frustrated by the lack of teacher, student, parent, and industry leaders involvement in curriculum evaluation and refinement. Without the input of those directly affected by the curriculum, educational experiences may become increasingly disconnected from classroom realities.
The implementation of the K-12 Mathematics curriculum is hindered by inadequate resources, large class sizes, overloads and multi-taskings, and the pressure to meet national standards without sufficient support. These challenges make it difficult for students to fully achieve the curriculum’s goals, often leaving them with an incomplete education. Furthermore, the validity of these standards is questionable, especially when a measure becomes the target, as it then ceases to be an effective measure. The overemphasis on standardized testing and quantitative assessments — assuming they are administered with complete honesty — has reduced the educational objective to merely achieving high test scores. Consequently, both students and teachers become more focused on “teaching to the test” rather than engaging with the material in a meaningful and enriching way.
Although these challenges exist, the K-12 Mathematics curriculum is seen as a major advancement in educational reform. However, it must be actively improved to be effective. This includes rewriting the curriculum to emphasize depth over breadth, providing ongoing teacher professional development, and aligning it with real-world applications.
Our K-12 mathematics education is ambitious but lacking in several key areas. Although late, its overloaded content, procedural focus, and poor practical application alignment must be addressed. The curriculum can become a powerful tool for equipping Filipino students with the skills they need to succeed in a complex world with thoughtful revisions and a commitment to continuous improvement.
Recognizing and addressing these challenges will determine the future of basic education. By doing so, we can ensure that the K-12 Mathematics curriculum is a solid foundation for future Filipino learners. Take advantage of this educational reform opportunity to create a brighter, more equitable future for all.
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Doc H, a “student of and for life” like many others, wants a life-giving, why-driven world based on social justice and happiness. His views may not reflect those of his employers or associates./PN
