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Introduction Group 1

The document discusses mathematics education in the Philippines and challenges students face learning mathematics. It notes Philippine students performed poorly on international exams and lack conceptual understanding, mastery of basic operations, and enthusiasm for mathematics. The document also reviews literature on factors that affect students' mathematics competency and abilities like problem-solving strategies.

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Carlo Vincent Jordan
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26 views

Introduction Group 1

The document discusses mathematics education in the Philippines and challenges students face learning mathematics. It notes Philippine students performed poorly on international exams and lack conceptual understanding, mastery of basic operations, and enthusiasm for mathematics. The document also reviews literature on factors that affect students' mathematics competency and abilities like problem-solving strategies.

Uploaded by

Carlo Vincent Jordan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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INTRODUCTION

Mathematics is one of the subjects that is being thought at a high school level. Each grade level
they have to take this subject as one of the requirements each academic year. Oftentimes,
mathematics is one of the subjects that students are scared about. Students generally have the
impression that mathematics is their least favorite subject. This may be a sound cliché for
struggling students to say things like, "I hate math class," or "math is too hard."

According to Magsambol (2020), the Philippines performed "much lower" than any other
country that took part in the Trends in International Mathematics and Science Study 2019's grade
4 math and science examinations. Only 19% of Filipino learners met the low standard in
mathematics, which indicates that they have "a few fundamental mathematical understanding,"
while 81% did not even come close.

Students frequently perform poorly in mathematics owing to a lack of conceptual


comprehension, a lack of mastery of basic mathematical operations, and—most importantly—a
lack of enthusiasm for the topic, which can lead to difficulties and a negative attitude toward the
subject.

Junior high school mathematics is a skills-based course. It is entirely based on numbers, figures,
functions, logic, and reasoning on its own. In addition to being a scientific instrument,
mathematics also functions as a language with its own notations, symbols, and "grammar" rules
for expressing thoughts and concepts. Mathematical topics include number sense, measurements,
geometry, algebraic patterns, statistics, and probability. For mathematics in Grades 11 and 12,
the Kindergarten to grade 10 Mathematics Curriculum offers a strong foundation. More
significantly, it equips Filipino students with the knowledge and abilities they will need when
they go on to the next phase of their education and development as Filipino citizens.

The learning of the students is influenced by the cognitive or affective domain. However,
educators must consider their work and attempt to identify how they might contribute to the
learning process.

Numerous unfavorable emotions are brought on by the study of mathematics. Making students
have a good attitude about learning mathematics is one of the biggest issues facing math
teachers. In order to increase students' mathematics competency by minimizing their negative
beliefs, teachers should be aware of students' affective beliefs and how those beliefs relate to
those in mathematical learning. The researchers came up of having the Level of the Grade eight
Students’ Competency in Mathematics as their main topic at Arayat National High School the
chosen place for their study. The researchers aim to collect information regarding the levels of
the grade eight students’ competency in mathematics as one of the subjects in junior high school.

According to (Marissa R. Guiab and Nicette N. Ganal,2014) This study identified and analyzed
the issues and challenges second-year Bachelor of Elementary Education students faced when
developing mathematical learning abilities. The issues and challenges are broken down into six
categories: personal issues, emotional issues, issues with teacher instruction, issues with school
transition, issues with adjusting to classmates and board members, and issues resulting from an
overly demanding practice schedule and workload. Results from the descriptive survey method
showed that respondents generally had personal issues related to school fees, a lack of
enthusiasm, and a negative attitude about the subject.

(Rudolph Franziska, Kristin Reiss, and Aiso Heinze,2005) Results of an empirical investigation
with 500 German pupils in grades 7 and 8 are presented in this article. The study concentrated on
how well students performed in arithmetic and how interested they were in the subject, as well as
the relationship between these two dimensions. In particular, the results demonstrate that the
progression of a student's achievement from grade 7 to grade 8 is dependent on the level of
achievement of the particular classroom and, consequently, on the particular mathematics
instruction Interest in mathematics could be regarded as a predictor for mathematics achievement
Additionally, our findings imply that the students exhibit little fear of mathematics regardless of
their achievement.

(Aiso Heinze & Kristina Reiss,2009) Here, grade 8 students' abilities in mathematical evidence
and reasoning are discussed. These abilities are broadly construed to include accomplishments as
well as enthusiasm, drive, and passion for mathematics. Making strong mathematical arguments
and convincing proofs is a difficult task for eighth grade students. For example, by inductively
drawing conclusions from patterns and specific occurrences, eighth grade students should study
mathematical relationships and structures. Additionally, a person's social environment affects
how competent they are. Due to recent studies, we now know a lot more about students'
academic success. Numerous studies on mathematical achievement, and in particular studies on
students' proof competencies, show that proving is a challenging and particularly demanding
mathematical activity.
Polya (1957) noted, one of the most important factors in solving a problem is determining the
appropriate strategy. Examination of the studies in the literature reveals that the most common
problem-solving strategies involve prediction and control,
list systematically, find connections, draw graphs, write equality or inequality, benefit from
solutions to similarly simple problems, work retrospectively and argue by establishing a table
(Ersoy and Güner, 2014).

Thus,this research focused on the Level of the Students Competency in Mathematics 8 in Arayat
National High School.This study also aims to determine which level of mathematics the student
is having difficulty with and to find the factors that explain why students have complications in
mathematics.

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