Lesson-1-Math-M 3112

LESSON # 1: Twin Goals of Critical Thinking and Problem Solving
Conceptual Framework and Theoretical Bases

Learning Area Standard and Key Stage Standards
Intended Learning Outcomes:
1. Compare and contrast the twin goal of mathematics in the basic education
2. Explain the goals and objectives of the Key Stage 1 of the K to 12 Basic
Education Program Elementary Mathematics Curriculum
PRESENTATION
CONCEPTUAL FRAMEWORK
The twin goals of mathematics in the basic education levels, K-10, are Critical
1|P a g e
Thinking and Problem Solving. Critical thinking, according to Scriven and Paul
(1987) is the intellectually disciplined process of actively and skillfully
conceptualizing, applying, analyzing, synthesizing, and/or evaluating information
gathered from, or generated by, observation, experience, reflection, reasoning, or
communication, as a guide to belief and action.
On the other hand, according to Polya (1945 & 1962), mathematical problem
solving is finding a way around a difficulty, around an obstacle, and finding a
solution to a problem that is unknown. These two goals are to be achieved with
an organized and rigorous curriculum content, a well-defined set of high-
level skills and processes, desirable values and attitudes, and appropriate
tools, taking into account the different contexts of Filipino learners.
There are five content areas in the curriculum, as adopted from the
framework prepared by MATHTED & SEI (2010): Numbers and Number Sense,
Measurement, Geometry, Patterns and Algebra, and Probability and
Statistics.
The specific skills and processes to be developed are: knowing and

understanding; estimating, computing and solving; visualizing and
modelling; representing and communicating; conjecturing, reasoning,
proving and decision-making; and applying and connecting.
The following values and attitudes are to be honed as well: accuracy,

creativity, objectivity, perseverance, and productivity.
We recognize that the use of appropriate tools is necessary in teaching

mathematics. These include: manipulative objects, measuring devices,
calculators and computers, smart phones, tablets, PCs, and the Internet.
We define context as a locale, situation, or set of conditions of Filipino

learners that may influence their study and use of mathematics to develop critical
thinking and problem solving skills. Contexts refer to beliefs, environment,
language and culture that include traditions and practices, as well as the learner’s
prior knowledge and experiences.
The framework is supported by the following underlying learning

principles and theories:
1. Experiential Learning theory defines learning as "the process whereby

knowledge is created through the transformation of experience.
Knowledge results from the combination of grasping and transforming
experience" (Kolb, 1984, p. 41)
2. Situated Learning, theorized by Lave and Wenger, is learning in the same

context in which concepts and theories are applied.
3. Reflective Learning refers to learning that is facilitated by reflective

2|P a g e
thinking. It is not enough that learners encounter real-life situations.
Deeper learning occurs when learners are able to think about their
experiences and process these, allowing them the opportunity to make
sense of and derive meaning from their experiences.
4. Constructivism is the theory that argues that knowledge is constructed

when the learner is able to draw ideas from his/her own experiences and
connect them to new ideas.
5. Cooperative Learning puts premium on active learning achieved by
working with fellow learners as they all engage in a shared task
6. Discovery Learning and Inquiry-based Learning (Bruner, 1961) support

the idea that students learn when they make use of personal experiences
to discover facts, relationships, and concepts. The mathematics curriculum
allows for students to learn by asking relevant questions and discovering
new ideas.
LEARNING AREA STANDARD

The learner demonstrates understanding and appreciation of key concepts
and principles of mathematics as applied - using appropriate technology - in
problem solving, critical thinking, communicating, reasoning, making connections,
representations, and decisions in real life.
Key Stage 1 Standards of the K to 12 Basic Education Program

Elementary Mathematics Curriculum
At the end of Grade 3, the learner demonstrates understanding and

appreciation of key concepts and skills involving numbers and number sense
(whole numbers up to 10,000 and the four fundamental operations including
money, ordinal numbers up to 100th, basic concepts of fractions); measurement
(time, length, mass, capacity, area of square and rectangle); geometry (2-
dimensional and 3-dimensional objects, lines, symmetry, and tessellation);
patterns and algebra (continuous and repeating patterns and number sentences);
statistics and probability (data collection and representation in tables, pictographs
and bar graphs and outcomes) as applied - using appropriate technology - in
critical thinking, problem solving, reasoning, communicating, making connections,
representations, and decisions in real life.
3|P a g e

Lesson-1-Math-M 3112

Uploaded by

Copyright:

Available Formats

Lesson-1-Math-M 3112

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Lesson-1-Math-M 3112

Uploaded by

Copyright:

Available Formats

LESSON # 1: Twin Goals of Critical Thinking and Problem Solving

Conceptual Framework and Theoretical Bases

Intended Learning Outcomes:

The specific skills and processes to be developed are: knowing and

The following values and attitudes are to be honed as well: accuracy,

We recognize that the use of appropriate tools is necessary in teaching

We define context as a locale, situation, or set of conditions of Filipino

The framework is supported by the following underlying learning

1. Experiential Learning theory defines learning as "the process whereby

2. Situated Learning, theorized by Lave and Wenger, is learning in the same

3. Reflective Learning refers to learning that is facilitated by reflective

4. Constructivism is the theory that argues that knowledge is constructed

6. Discovery Learning and Inquiry-based Learning (Bruner, 1961) support

LEARNING AREA STANDARD

Key Stage 1 Standards of the K to 12 Basic Education Program

At the end of Grade 3, the learner demonstrates understanding and

You might also like