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Public Fiscal Administration

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Submitted By lofranz
Words 4744
Pages 19
SAINSAB
ISSN 1511 5267

Vol. 17, 2014, pp 12-11

Effective Solutions in the Implementation of the K to12 Mathematics Curriculum
Melanie T. Braza
Sweden S. Supapo
West Visayas State University
College of Education
La Paz, Iloilo City, Philippines brazamelanie@gmail.com swedensupaposobrevega@gmail.com

ABSTRACT
This study was an attempt to find out the problems and solutions of one rural grade 7 teacher in a Philippine public high school in the implementation of K to 12 Mathematics curriculum. It is believed that knowledge is constructed when learners are able to draw ideas from their own experiences and connects them to new ideas while cooperative learning puts premium on active learning achieved by working with fellow learners as they all engage in a shared task.
There were three main problem categories/themes including administrativerelated, teacher-related and student-related. The findings include: (a) lack of trainings, seminars, unclear standard operating procedures, (b) late arrival and lack of modules, (c) developing/weak teaching skills and strategies, (d) teacher’s difficulty in teaching the subjects or contents, (e)lack of time to tackle the content efficiently, (f) unavailability or lack of instructional materials, (g) non-mastery of the basic concepts and skills, (h) poor problem solving and critical thinking skills (i) indifferent student behaviour. The solutions are sharing of modules or guides, conducting cooperative learning class, giving extra time for research work, taking time in the preparation of the lesson, making use of the indigenous materials, reviewing basic concepts and giving examples, motivating and teaching students enthusiastically.
Introduction
Mathematics has always played a vital role in education. Mathematics teachers should therefore be adept at teaching the subject and must be equipped with
the

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