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PhilippineCulturalHeritageandBiodiversityIntegrationin

TeachingMathematics:PointofViewfromStudents
Prof. Sheryl 'Sharima Ali' Renomeron-Morales

Abstract:
Thispaperisareflectionandcompilationofresultscollatedfrominputsof
theauthorwhoemphasizedculturalintegrationandbiodiversityinthe
subjectPrinciplesandStrategiesofTeachingtomathematicseducation
students. TheauthortogetherwiththestudentsofPUPweretaskedto
integrateculturalheritageandbiodiversityintotheirstudentteachingfor
a specific duration as part of their application of the concepts and
principleslearnedinsidetheauthor'sclass.
The author aims to show that cultural heritage and biodiversity
integration into Mathematics requires both positive and constructive
feedbackfromstudents inordertoimprovethemethodandmannerof
teachingusingsuchknowledgeintegration.
Keywords: PhilippineCulturalHeritageandBiodiversity;Integration;mothertongue;
culturallyresponsive,Kto12curriculum

I.Introduction.
IntegratingPhilippineculturalheritageandbiodeversitypresentsavery
challenging task for educators, most especially since such a process
involvesmultitaskingandhavingaparadigmshiftinteachingasubject
andintegratingessentialelementsofacultureintoit.
Consideringthatasateacherteachingstudentstobefutureteachers,this
is a paradigm that one has to inculcate on them so that they can
appreciateitandenjoytheprocess.
It's a great challenge considering the current K to 12 mathematics
educationcurriculumrequiresthatdiscoveryandinquirybasedlearning
of students must be contextualized using their beliefs, environment,
language,culture,andtheLearner'spriorknowledgeandexperiences.

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II.IntheGlobalcontextofeducation
Whilethereisglobalizationofknowledge,whereknowledgeismassively
dispersedon a gargantuan scale.Where concepts are taught from both
demonstratve and theoretical models. While there is a strong need to
harmonizelevelsofinstruction internationallywherestudentswhoare
technically in the same level have learned the same set of skills and
knowledge without sacrificing the cultural integrity of each individual
country.
A dictionary definition of knowledge 1 is Facts, information, and skills
acquiredbyapersonthroughexperienceoreducation;thetheoreticalor
practicalunderstandingofasubject.
Knowledgeistheawarenessofathingwithreferencetoitsreality.2
Anindividualeducatorsknowledgeismadeupoftheunderstandingsthat
inform his or her practice, helping the educator to solve problems and
makedecisions.Asitisaccumulated,thisprofessionalknowledgebecomes
partofhisorherknowledgebase3forpractice.
Knowledgeisnotstatic:itgrowsandevolvesasthosewhocreateanduse
itsiftthroughnewinformationtoidentifywhatisuseful.
Understandingthesedefinitions,bothincontentandcontext,educators
are faced globally with a challenge on the degree of using knwoledge
availablethroughtheinformationhighway(internet)andhowtomakeit
sensitivetoalocalsetting.
III.InthePhilippineContextofKto12Education
ThePhilippineeducationalsystemstartedthepushoftheK+12education
programundertheguidanceofEducationSecretaryArminLuistrowho
believedthatthePhilippinesneededtogohandinhandwiththeglobal
developmentsineducationalcurricula.

1
2
3

http://www.oxforddictionaries.com/us/definition/american_english/knowledge
Morphologically the Arabic word ilm has been derived from ain, lam and mim that means
to know:
The term knowledge base can also refer to the shared body of knowledge from which all
members of a profession can draw. These materials use the term to refer to both individual and
shared professional knowledge.
2/2

K+12isinclusive4,whichmeansit reachesouttoallkindsoflearners
regardlessofage,gender,ethnicity,andsocialstatuswhichisinkeeping
also with the goals of United Nationsinitiated Education For All,
(Quijano,2011)
The Philippine educational system adopted the Mother Tongue Based
MultilingualEducation(MTBMLE)5withtheendgoalofmakingFilipino
childrenlifelonglearnersintheirfirstlanguage(MotherTongue),second
language(Filipino,thenationallanguage),andthirdlanguage(English,
thegloballanguage)thelearnersaremorethanpreparedtodevelopthe
competencies in the different learning areas. This will serve as their
passporttoenterandachievewellinthemainstreameducationalsystem
and in the end, contribute productively to their community and to the
largersocietyaswellasMultilingual,Multiliterate,andMultiCultural
Citizensofthecountry.
However,inthePhilippinesetting,beingsituatedinanarchipelago,there
isahugediversityofculturesandlanguagesinthe7,017islandstherein.
There is a big challenge because despite the mother tongue approach,
teacherstendtodotranslationsratherthancontextualizationofconcepts
andlearningsduetolimitedappropriatetrainingsandtheneedformore
preparationforengagingintotheKto12system.
IV.FeedbackfromStudentTeacersandtheirGrade7Students
Theauthoremphasizedculturalintegrationandbiodiversityinthesubject
Principles and Strategies of Teaching to mathematics education
students.TogetherwithherstudentsfromPUP, culturalheritageand
biodiversity concepts were integrated into their student teaching for a
specificdurationaspartoftheirapplicationoftheconceptsandprinciples
learnedinsidetheauthor'sclass.
Whatisimportanttonotethatboththestudentteachersandthegrade7
students (from PUP Laboratory High School) themselves were very
appreciative of the teaching innovation given by the student teachers
whichwereenoughtoarousetheirinterest.
4
5

Statement from DepEd Undersecretary for Programs and Projects Yolanda Quijano, a March 11,
2011 press release by the Department of Education
K to 12 Curriculum Guide -Mother Tongue (Grades 1 to 3), December 2011
3/3

The following were the collated feedback of students (from highest to


lowest):
1. Itissignificanttobeknowledgeableaboutmycountry.
2. Ilearnedadditionalknowledgeaboutmycountry.
3. Theculturalheritageandbiodiversityiswellpresentedexplained.
4. The lesson or examples are well explained using the cultural
heritageandbiodiversity.
5. I am aware that my teacher employed cultural heritage and
biodiversityintoher/histeaching.
6. Theclassisinteresting.
7. Theculturalheritageandbiodiversityusedissuitableforthetopic.
8. Theintegrationofculturalheritageandbiodiversityinthelessonis
moreusefultometounderstandandvisualizethemathconcepts.
9. Iappreciatetheintegrationofculturalheritageandbiodiversity
intoteachingmathematics.
10. Thisnewapproachisbetterthanthetraditional.
Table 1. Ranking of Students Feedback
Rank

Questions

Mean

Verbal
Interpretation

1.5

It is significant to be knowledgeable about my


country

2.82

Agree

1.5

I learned additional knowledge about my country

2.82

Agree

The cultural heritage and biodiversity is well


presented and explained in our math lesson

2.76

Agree

The math lesson or examples are well explained


using the cultural heritage and biodiversity.

2.71

Agree

I am aware that my teacher employed cultural


heritage and biodiversity into her/his teaching
mathematics.

2.65

Agree

The math class is interesting.

2.62

Agree

The cultural heritage and biodiversity used is

2.59

Agree

4/4

suitable for the topic in math.


8

The integration of cultural heritage and


biodiversity in the lesson is more useful to me to
understand and visualize the math concepts.

2.56

Agree

I appreciate the integration of cultural heritage


and biodiversity into teaching mathematics.

2.50

Agree

10

This new approach is better than the traditional.

2.44

Agree

Rating Scale:
2.33 - 3.00
1.66-2.32
1.00-1.65

:
:
:

Agree
Undecided
Disagree

Anopenendedquestionwasalsogiventothegrade7students:
QUESTION: Describeyourreactioninusingtheintegrationofcultural
heritageandbiodiversityinlearningmathematics?
Basedonathematiccollationoftheinterviewanswersgivenbystudents
thefollowingweretheresponses:
1. appreciated
2. easilyvisualized
3. uniquemethodofteaching
4. interestingandenjoyable
5. understandthetopicmore
6. moresignificant
Basedontheevaluationofthestudentteachersthemselves,inanoverall
perspective the integration of cultural heritage and biodiversity in
teachingmathematicshadapositivefeedback.Thelearnersenjoyedthe
integrationandwasamazedthatmathcanbetaughtinadifferentway.
Thescoresintheirseatworkwasfoundtobesatisfactory.Nobodyfailed
in their seatwork. They also enjoyed the demonstration since the
approachwasdifferent.Learnerswereactiveinparticipatingthroughout
thelesson.
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V.Reflectingonhowthesetoolswereused:
Oneofthequestionsforreflectionis,howdoesonerealizetheKto12
curriculumframework,whereinlearnersareexpectedtoproduceproducts
and/orperformancestoprovethattheycanapplywhattheylearninreal
lifesituations.
OneofitscontextistheadaptionoftheNeedsofaNationalandGlobal
CommunityandasstatedthelearnersmoralfiberofbeingaFilipinomust
bestrengthen.Thiscontextsrefertobeliefs,environment,languageand
culturethatincludetraditionsandpractices,aswellasthelearnersprior
knowledgeandexperiences.
This can only be possible if our education is cultarally sensitive and
adheretotheprincipleofsocialdiversityinourrespectiveclassrooms.
Indeliveringrelevantcurriculumlikemathematics,studentspointofview
isimportantasitwasmentionedinoneofUNESCO's technicalpaper,
Knowingthestudentsandtheirneeds6.
Attheheartofanyculturallyresponsiveteachingprogramisagenuine
knowledgeofthestudentsandtheirneeds.Thisknowledgehowever,is
oftendeterminedbytheworldviewheldbytheteachers,andhowtheysee
theirstudentsandthefamiliesthattheycomefrom.
Grade7studentsappreciated;easilyvisualized;founditauniquemethod
of teaching; interesting and enjoyable; undestood the topic more; and
agreeditismoresignificanttolearnmathematics.
Thisprovesthek+12mathematicscurriculumframeworkispossibleinits
contextasalocale,situation,orsetofconditionsofFilipinolearnersthat
has influenced their study and use of mathematics to develop critical
thinkingandproblemsolvingskills.

VI.Movingforward.

UNESCO Technical Paper No. 8 PRIMARY SCHOOL CURRICULA ON READING AND


MATHEMATICS IN DEVELOPING COUNTRIES
6/6

Understanding that in order to be able to further push forward the


integration of Philippine cultural heritage and biodeversity, there is a
needforthistobedoneonseverallevelsamongwhicharethefollowing:
1. A specialized subject should be designed for University professors
teachingeducationstudents.
2. The NCCA program on Masters in Cultural Education should be
enhanced and be given more exposure in the other Higher Education
Instittutionsinthecountry.
3. The mandatory development of cultural integration and
meainstreaming into all the education courses being offered in state
universitiesandcollegethroughoutthecountry.
4.TheIndigenousKnowledgeskillsandprocesses(IKSP)ofIndigenous
peoples (IP) should be part of the mandatory curriculum for all BS
secondaryandelementaryeducationdegreesofferredinstatecollegeand
universities.
5. The development of a comprehesive online portal containing local
literary collections with translations (their local heroes, local places of
historicalandbiodiveristysignificance,localfolksongs,poetry,crafts,etc)

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Refrences:
"Curriculum Guide for the Mother Tongue Based Multilingual
EducationGrades1to3."Http://lrmds.deped.gov.ph/detail/5456.N.p.,n.d.
Web.10Jan.2015.
Http://www.oxforddictionaries.com/definition/english/knowledge.
N.p.,n.d.Web.29Mar.2015.
"K+12 to Integrate Best Features of Basic Education." Official
GazetteoftheRepublicofthePhilippines.N.p.,11Mar.2011.Web.25
Feb.2015.
"PRIMARY SCHOOL CURRICULA ON READING AND
MATHEMATICS IN DEVELOPING COUNTRIES." Tech Paper.No.8
(n.d.):n.pag.UNESCOInstituteforStatistics,2012.Web.25Feb.2015.
Tirmidhi, At. "Hadiths on Seeking Knowledge."
Http://islamicquotes.info/hadithsonseekingknowledge. N.p., Mar. 2012.
Web.27Mar.2015.
"What Is Knowledge?" Http://instep.net.nz/Knowledgeand
theory/Whatisknowledge#2components. New Zealand Government, n.d.
Web.30Mar.2015.

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Appendices:
AppendixASampleQuestionnaire

Directions: Below are statements about your perception regarding the integration of cultural heritage and biodiversity
of the Philippines into math lessons. Please check the boxes corresponding to the number of your choice based on
the following descriptions:
3 Agree
2 Undecided
1 Disagree
Questions
A.

3
Agree

Undecided Disagree

1. It is significant to be knowledgeable about my country


2. I am aware that my teacher employed cultural heritage and biodiversity into her/his
teaching mathematics.
3. The cultural heritage and biodiversity used is suitable for the topic in math.
4. the cultural heritage and biodiversity is well-presented and explained in our math
lesson.
5. The math lesson or examples are well explained using the cultural heritage and
biodiversity.
6. The integration of cultural heritage and biodiversity in the lesson is more useful to
me to understand and visualize the math concepts.
7. This new approach is better than the traditional
8. The class is interesting.
9. I appreciate the integration of cultural heritage and biodiversity into teaching
mathematics.
10. I learned additional knowledge about my country.

Describe your reaction in using cultural heritage and biodiversity in learning mathematics?
_______________________________________________________________________________________
_______________________________________________________________________________________

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AppendixBComputedWeigthedMean,MeanScoresandVerbalInterpretation

Directions: Below are statements about your perception regarding the integration of cultural heritage and biodiversity of the Philippines into math lessons. Please check the boxes
corresponding to the number of your choice based on the following descriptions:
Scale:
2.33 3.00 = Agree
1.66 2.32 = Undecided
0.99 1.65 = Disagree
Questions

A.

Agree

WM

Disagree

WM

Uncertain

WM

Mean

1. It is significant to be knowledgeable about my country

30

90

2.82

2. I am aware that my teacher employed cultural heritage and biodiversity into her/his
teaching mathematics.

23

69

18

2.65

3. The cultural heritage and biodiversity used is suitable for the topic in math.

24

72

10

2.59

4. the cultural heritage and biodiversity is well-presented and explained in our math lesson.

27

81

10

2.76

5. The math lesson or examples are well explained using the cultural heritage and
biodiversity.

28

84

2.71

6. The integration of cultural heritage and biodiversity in the lesson is more useful to me to
understand and visualize the math concepts.

22

66

16

2.56

7. This new approach is better than the traditional

19

57

10

20

2.44

8. The class is interesting.

24

72

12

2.62

9. I appreciate the integration of cultural heritage and biodiversity into teaching


mathematics.

21

63

16

2.50

10. I learned additional knowledge about my country.

29

87

2.82

10/10

AppendixCSummaryofReactionsforPartBQuestion.
QUESTION: Describe your reaction in using cultural heritage and biodiversity in
learning mathematics?
ANSWERS:
Student 1: I can understand our math lesson even without the integration of
Philippine Heritage, but it helps me appreciate that Philippines ia a beautiful place to
live in. My classmates and I easily visualize the figure of the pyramid using St.
Benedictine Church as an example.
Student 2: For me okay na man ung may cultural heritage kakaiba ito na paraan ng
pagtuturo. Nakatulong ng malaki ung ginawa niya na example para maintindihan
namin agad ung lesson about sa pyramid. Kadalasan kasi yung pyramid sa Egypt ang
binibigay sa amin pero meron din pala sa Pilipinas na pwedeng example para
maintindihan yung lesson
For me its okay that she has this unique cultural heritage teaching method. It Helped
a lot, for example we understand immediately the lesson about pyramid. The pyramid
in Egypt is uually given to us an example, but using examples in the Philippines can
also helped us understand the lesson
Student 3: Teaching mathematics topic with the use of Philippines' Cultural heritage
is quite interesting and enjoyable. We did not only gain knowledge about
mathematical formula and geometrical figures but we also became familiar with the
wonders of our country. Getting the total surface of a cone and its frustum using the
data of Mayon Volcano's cone-shape structure is interesting.
Student 4: Okay lang naman po mukhang kakaibang sa paningin namin. Kakaiba na
pagtuturo. Ang Galing!
Its okay, it seems strange. Strange way of teaching. It's awesome!
Student 5: We understand the topic more because of the concrete example used and
the strategy of including Filipino Sports like the sepak takraw on computing the
volume of a sphere.
Student 6: Negatively commented: We will just be bothered on what to think first
and it would just turn their attention to the cultural assimilation that the main problem
asked. It will just be a little distraction on what to focus.
Student 7: Negatively commented: I want to concentrate on the topic and that it
would just simply be a sphere.
Student 8: Nakita ko po ung kahalagahan ng volume sa pang araw-araw na buhay
nung nairelate po sa mga bagay na nakikita namin. Mas na appreciate ko po ngayon
yung mga bagay na kung anong meron sa bansa natin.

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Student 9: Ang galing po! Ngayon ko lang nalaman na pwede po pala irelate ung
volume sa nakikita natin hindi lang puro books.
Student 10: Ang galing po nang pagkakarelate sa topic, kasi ngayon ko lng po
nalaman na nariyan lang pala sa tabi-tabi ang example ng volume hindi lamang
context ng mga books na nakikita
Student 11: Ngayon ko lng po napansin ang importance ng volume at bakit ito
kailangan pag-aralan. Siguro kung hindi po ni-relate ni mam, hindi ko po makikita
ang kahalagahan ng volume at ganda ng ating bansa.
Student 12: Nung pinakita po ni ma'am ung picture ng lava stone na nakuha sa Mt.
Pinatubo, nabigla po ako. Pwede po pala ituro ang sphere hindi lang sa drawing,
ngayon po medyo nagkaroon na po ko ng idea na marami po palang bagay na hugis
sphere
Student 13: Natuwa po ko kasi hindi lang po pala globe at bola ang sphereical in
shape. Meron po palang mga pan-display gaya ng gawa sa lava ng Mt. Pinatubo.
Student 14: Ngayon lang po ako HINDI na-bore sa math. Bukod po sa mga games,
nagustuhan ko po kung paano ini-relate yung topic sa bansa natin. Dahil dito po sa
pagrerelate ni ma'am mas lalo ko po naintindihan ang volume at mas lalo ko po itong
napansin.
Student 15: Unique ung biodiversity na napili ni sir. Mas naging interesting po ung
lesson. Na-catch po ung attention namin.
Student 16: Maganda po ung ginawa nya. Hindi po tuland ng karaniwang pagtuturo
sa math na discussion-seatwork lang.
Student 17: Naninibago ako sa way ng pagtuturo nya. Ngayon lang ako nakaencounter ng teacher na gumamit ng pearl (the biggest pearl found in Palawan Isalnds
weighing 9.5 kg) sa pagtuturo ng sphere. Karaniwan kasi binibigay lang ung formula.
Mas na-visualize at mas naintindihan ko ung formula ng sphere.
Student 18: Para sa akin okay yun kasi mas na-visualize naming mga students yung
itinuturo kaya mas mabilis naintindihan, tsaka hindi enjoying kung puro numbers
dapat may actual figure (using calamansi) din hindi lang computation.
Student 19: Eh di mas maganda kasi maganda kasi mas makatotohanan yung ginamit
na real object mas madaling maunawaan kaysa puro assuming lang.
Student 19: Calamansi fruit is indigeneous and widely cultivated in the Philippines,
the calamansi fruit resemble as small, round lme, usually 25-35 mm in diameter, but
sometimes up to 44 mm. Mas Maganda po nakakaenjoy po ung Calamansi, mas
madali ko pong naintindihan.
Student 20: Unique po. Mas masaya at interactive yung klase. At pwede pala din
12/12

na-ianchor yung math sa nature (referring to the Calamnsi indegenuity in the country)
di naman mas madalas na ginagawa yan sa klase e.
Appendix D- Student-Teacher Narrative Evaluation
Overall, the integration of biodiversity/culture in teaching mathematics
had a positive feedback. The learners enjoyed the integration and was
amazedthatmathcanbetaughtinadifferentway. Thescoresintheir
seatworkwassatisfactory. Nobodyinfailedintheirseatwork. Wealso
enjoyed the demonstration since the approach was different. Learners
wreactiveinparticipatingthroughoutthelesson.

AppendicESamplemathlessonwithculturalheritageandbiodiversity
integration

13/13

14/14

AppendixESampleLessonPlanUsed

15/15

16/16

17/17

18/18

19/19

20/20

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Appendix F Credits to the following Student Teachers who have


participatedontheactualclassroomteachingusingculturalheritageand
biodiveristyintegrationinMathematicsclassforgrade7students.

ALEJANDRO, PRYCE PHILIPPE PILI


ALVARADO, MARIEL
AVILA, APRIL DYAN SARCAUGA
BACHAR, PATRICIA LANTIN
BALANQUIT, APPLE GRACE SEBLARIO
BALMES, ANGELICA BERNATE
CONSUMIDO, GLAIZE ANN BELLO
DE LA CRUZ, JINKY SIENA
DE LOS REYES, KRESTINE JOY AGUIRRE
DE SILVA, SARAH GRACE CABELLO
DELA ROSA, JEREMIAH JAMES ADRIANO
DIAZ, CAMILLE REMPILLO
DIVINAGRACIA, ILONAH BACCAY
EMPIG, MARLON ANACAN
ESCOBAR, NL SON DELA CRUZ
FIRMANES, MARK JAMES NORIEL
GARO, LARISSA RAMOS
MARTIREZ, IVEE SALIVIO
MESA, CLARENZ ANNE ANTONI
NAQUITA, ABELLAINE DE LA CRUZ
PESTAAS, JANA MICA TORTOSION
POLLENTE, YOLYMYR BULOSAN
REYES, MARY JOY YAP
ROJAS, NEREZA BOTIGUER
SAHAGUN, CHARIZZ JOY POONIN
SANTIAGO, MARY EILEEN TEPACE
SANTIAGO, SHARMAINE MEKITPEKIT
SIMANGCA, MARIO JR. FELISILDA
TALUSAN, JONATHAN TUMANING
TANEO JR., EDGARDO DIESTO
VASQUEZ, HAZEL JOY RICAMARA
VIRAY,RANDOLFBYRONSOLIS

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