THE PROBLEM AND ITS BACKGROUND
According to President Benigno S. Aquino III (2012), our education needs to add two more years for Basic Education Curriculum. Those who can afford pay up to fourteen years of schooling before university. Thus, their children are getting into the best universities and the best jobs after graduation. Mr. President Aquino wants at least 12 years for the school children to give them an even chance at succeeding. In line with this, the Philippine Constitution (2012) states that, the state shall establish, maintain, and support a complete, adequate, and integrated system of education relevant to the needs of the people and society. Such mandate gives justice to the basic rights of every Filipino child: the right to quality education and the right to a quality life.
What is K to 12? According to the K to 12 DepEd Primer (2011), K to 12 means “Kindergarten and the 12 years of elementary and secondary education”. Kindergarten points to the 5-year old child who undertakes the standardized curriculum for preschoolers. Elementary education means four years of junior high school (Grades 7-10 or HS Year 1-4). In addition to this, two years are now allotted for senior high school (Grades 11-12 or HS Year 5-6). (smartparenting.com, 2012)
The DepEd discussion paper (2010) on the enhanced K to 12 basic education program explains that this new set up seeks to provide a quality 12-year basic education program that each Filipino is entitled to. Furthermore, the purpose is not simply to add 2 more years of education but more importantly to enhance the basic education curriculum. (scribd.com)
Based on K to 12 Grade Seven Standard, the learner demonstrates understanding of key concepts and principles of number sense, measurement, algebra, geometry, probability and statistics as applied, using appropriate technology, in critical thinking, problem solving, reasoning, communicating, making connections, representations and decisions in real life.
In Spring 2000, the National Council of Teachers of Mathematics (NCTM) released the much-anticipated Principles and Standards for School Mathematics. This book redirects and clarifies the themes presented in the NCTM's curriculum, evaluation, and professional standards document. One of the primary thrusts held in common by both the old and new standards is that all students in Grades K to 12 should have access to high-quality mathematics instruction. This instruction should include problem solving and applications of mathematics to a wide range of topics. The standards also emphasize the need for students to be able to communicate mathematics effectively both orally and in writing. (Bailer, 2002)
Anxiety in mathematics has been a persistent problem of mathematics instructor. Several researches and studies had been done to search for answers to this problem. Yet, mathematics difficulties persist to be a phenomenon. Quality mathematics education in the higher levels would only be possible if the mathematical foundation in the elementary level is solid and strong (Hofer, 2006). Preparation and skills are vital to master concepts, and preparing students for this is not a shaggy dog story, much more in preparing the students for two mathematics subjects of different nature.
The main reason for one's studying mathematics to an advanced level is that it is interesting and enjoyable. People like its challenge, its clarity, its effectiveness and the fact that as one learns something from it, the more he seeks improvement. When a mathematical problem is solved, it brings excitement and satisfaction. (Manalastas, 2000)
Background of the Study
In School Year 2012-2013, the Roosevelt College San Mateo abides the new advocacy of DepEd, the K to 12 Educational System, implementing its first Secondary Education Level, Grade Seven. The newest education curriculum being adapted by the country...