Common Wrong Solution Pattern of Low Performing Students
Common Wrong Solution Pattern of Low Performing Students in Selected Mathematics Concepts in Pre-Algebra
Julius S. Valderama
Nueva Vizcaya State University
Bayombong, Nueva Vizcaya
INTRODUCTION
The problem and its background
The Third International Mathematics and Science Survey of 1999 (TIMSS) was published. One of the findings was that the Philippines ranks second from the last compared to other Asian countries. The result of the survey alarmed the Filipino community especially those people in the educational system.
The Philippine Government particularly the Department of Education offers a large scale of in-service training programs in recognition of the need to improve the quality of teaching especially in the field of mathematics.
The training design is focused to the teachers “teaching Mathematics effectively” like a) the content training for non-mathematics major whom teaching the subject. b) The enhancement training, c) mathematics update training and d) Strategy training (Strat) intended to all the mathematics teachers.
Another visible step taken by the Philippine Government to reverse the decline in the performance of Filipino students in mathematics subject is the reconstruction of the New Secondary Education curriculum (NSEC) to Reconstructed Basic Education Curriculum (RBEC). In NSEC, mathematics program in each curriculum year includes algebra, geometry, consumer math and statistics concepts arranged in increasing complexity. While in RBEC, mathematics program is reconstructed in manner that “Integers and its operation” is the core of first year mathematics, “Basic Algebra” for second year, “Plane Geometry” for third year, and “Advance Algebra” for Fourth year and with an Electives to choose from “Business math or Statistics”.
For these reasons, my study was conceptualized. This will investigate the common mathematical errors committed by the students and also the wrong solution patterns of the low performing incoming freshmen.
Julius S. Valderama
Nueva Vizcaya State University
Bayombong, Nueva Vizcaya
INTRODUCTION
The problem and its background
The Third International Mathematics and Science Survey of 1999 (TIMSS) was published. One of the findings was that the Philippines ranks second from the last compared to other Asian countries. The result of the survey alarmed the Filipino community especially those people in the educational system.
The Philippine Government particularly the Department of Education offers a large scale of in-service training programs in recognition of the need to improve the quality of teaching especially in the field of mathematics.
The training design is focused to the teachers “teaching Mathematics effectively” like a) the content training for non-mathematics major whom teaching the subject. b) The enhancement training, c) mathematics update training and d) Strategy training (Strat) intended to all the mathematics teachers.
Another visible step taken by the Philippine Government to reverse the decline in the performance of Filipino students in mathematics subject is the reconstruction of the New Secondary Education curriculum (NSEC) to Reconstructed Basic Education Curriculum (RBEC). In NSEC, mathematics program in each curriculum year includes algebra, geometry, consumer math and statistics concepts arranged in increasing complexity. While in RBEC, mathematics program is reconstructed in manner that “Integers and its operation” is the core of first year mathematics, “Basic Algebra” for second year, “Plane Geometry” for third year, and “Advance Algebra” for Fourth year and with an Electives to choose from “Business math or Statistics”.
For these reasons, my study was conceptualized. This will investigate the common mathematical errors committed by the students and also the wrong solution patterns of the low performing incoming freshmen.
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