SUBMITTED AS A PARTIAL REQUIREMENT TO
DR. EMMANUEL DE GUZMAN
THE PROBLEM AND ITS BACKGROUND
The increasing number of pupils who obtained low grade in Mathematics is a cause of alarm to the Philippine educational system. Many studies have shown that there are actually many factors affecting achievement in Mathematics and one of these is the language factor.
The mandate of a Bilingual Education Policy of the Department of Education Culture and Sports (DECS) which took effect in 1974, states that English should be the medium of instruction in teaching Science and Mathematics in the elementary and secondary schools. The policy requires that Filipino should only be used in all other subjects. This policy has its good intention, that is, “to avail the advantages of the scientific, commercial and cultural links of an international language (English), which addresses the need to further develop the national language as an essential instrument for achieving national unity and integration.
However, language ability has been acknowledged to pose potential and actual barriers to learning – both in Science and in Mathematics. To understand the relationship between language and mathematics, one needs to know the main components of the language as it is used in the mathematics classroom.
With the new implementation of the Mother Tongue-Based Multilingual Education as one of the salient features of the K to 12 Basic Education Program states that the mother tongue will be the medium of instruction from Kindergarten to Grade 3. This includes the following: Tagalog, Kapampangan, Pangasinense, Iloko, Bikol, Cebuano, Hiligaynon, Waray, Tausug, Maguindanaoan, Maranao, and Chabacano. Medium of instruction will be English and Filipino starting grade 4.
The message of both local and international research is quite clear: children should no longer be in...