Online Journal Entry 4: What Mathematics should Filipino students learn?

 

EDMT 208

Mathematics, Technology and Society

What mathematics should Filipino students learn?

By Edmar Oandasan

 

Hello and welcome back to my blog. This is my final entry for this season, and I must admit that writing this brings mixed emotions. On one hand, I feel a sense of fulfillment after spending the past months engaging deeply with the connection between mathematics, technology, and society. On the other hand, there is also a sense of sadness, knowing that this journey, along with the challenges and small victories of finishing the requirements that came with it is now coming to an end.

As my first experience with formal online learning and my first semester of studying an online degree, this course has been both demanding and rewarding for me. The carefully selected materials and the thoughtful structure designed by our professor made it possible to engage deeply while maintaining a realistic workload. More importantly, it has equipped me with insights and skills that will continue to shape my practice as an educator.

Despite this sense of closure, the role of a teacher does not pause. We are called to move forward and serve as a source of guidance and inspiration to our students. In line with this course, we were asked to respond to several questions related to mathematics in society, particularly in the 21st century and in the Philippine context. Among these, the question that struck me the most was: What mathematics should Filipino students learn? I found this question difficult at first because the readings and video opened many possible directions. However, I chose this because it feels like a fitting way to end the course as it brings together everything we have discussed and connects it directly to our responsibility as educators.

As a Filipino who has been living outside the Philippines for more than fifteen years, I see myself as somewhat of a distant observer. I only return occasionally, and usually for short visits. From this perspective, I can see that many things have changed – there have been improvements in infrastructure, economic activity, and even access to technology. However, it also seems that many of the deeper problems in education remain. This made me think that perhaps the issue is not only about overt manifestations of economics and development but also about the covert way we think about education and what we value keeping much of our population living in poverty and inequality.

Rather than proposing a fixed list of topics in algebra, geometry, or calculus, I draw from key ideas presented in the UNESCO (2022) document Mathematics for Action: Supporting Science-Based Decision-Making, and the DOST-SEI´s (2011) Mathematics Framework for Philippine Basic Education. These sources suggest that the focus of mathematics education should not be much on what content to study but on what kind of mathematical thinking and application should Filipino students use as a tool for thinking, decision-making, and social awareness.

With influence from on these ideas, I believe that Filipino students should learn a mathematics that helps them respond to real issues in society. In particular, I see four important areas where mathematics can play a significant role: poverty, technical and engineering development, business literacy, and climate change and disaster readiness.

First, mathematics for addressing poverty involves developing students’ ability to interpret and critically analyze data. For example, understanding poverty statistics is not just about reading numbers but about questioning how these figures reflect lived realities. Reports may indicate that 15.5% of Filipinos live below the poverty line, (Asian Development Bank, n.d.) yet other analyses suggest that many classified as “non-poor” still experience economic hardship (Philippine Star, 2026). Mathematics, therefore, becomes a lens through which students can examine inequality and its implications. 

Second, mathematics for technical and engineering proficiency is essential for nation-building. A country’s progress depends heavily on its ability to develop infrastructure, industries, and innovations. By strengthening mathematical competencies in these areas, students are better prepared to contribute as future engineers, technicians, and innovators. The DOST-SEI´s (2011) suggestions for implementation for basic education has a potential to prepare students for this purpose as the proponents came from pool of scientists and science educators.

Third, mathematics for business literacy equips students with practical skills necessary for economic participation. Understanding concepts such as budgeting, investment, interest, and financial decision-making empowers students to navigate everyday economic realities even at a young age. In a society where entrepreneurship and trade play significant roles, mathematical literacy with business sense becomes a critical life skill. 

Fourth, mathematics for climate change and disaster readiness is particularly relevant to the Philippines. As a country frequently affected by typhoons and environmental challenges, students must learn to interpret data related to weather patterns, risk assessment, and environmental impact. Mathematics can help them understand the scale of these issues and contribute to informed decision-making and preparedness. According to the National Integrated Climate Change Database and Information Exchange System (n.d.) the Philippines can risk losing 6% annually by 2100 if it ignores the risks of climate change.

Across these areas, a common theme emerges, mathematics must help learners make sense of real-world problems. Students should be able to interpret data, evaluate information critically especially in an age of misinformation and make evidence-based decisions. In this way, mathematics becomes a tool for active citizenship. 

The ideas presented in the talk of Jo Boaler and Keith Devlin further reinforce this perspective. Boaler emphasizes the importance of flexibility in mathematical thinking, encouraging multiple methods and approaches to problem-solving. Her research highlights how rigid teaching practices can limit students’ creativity and confidence. Devlin, on the other hand, uses the metaphor of an orchestra to describe modern mathematical practice. Rather than focusing solely on individual skills, mathematicians today must integrate various tools and approaches, now with the use of technology to address complex problems. Together, these perspectives advocate for a more dynamic, inclusive, and application-oriented mathematics education. (Boaler & Devlin, n.d.)

Similarly, UNESCO (2022) underscores the role of mathematics in science-based decision-making. This involves developing logical reasoning, modeling skills, and the ability to analyze and propose solutions. Ultimately, this approach to mathematics education fosters not only knowledge but also resilience and lifelong learning. Instead of mastering disconnected methods, students develop a deep understanding of fundamental concepts such as number sense, algebraic thinking, and statistical reasoning that can be applied across various contexts suggested.

In the end, the kind of mathematics Filipino students should learn is one that is relevant, pragmatic, and one that creates social awareness. It aligns with the goals of quality education by promoting purposeful learning. It responds to the realities of Filipino society, where citizens must respond to economic, social, and environmental challenges. It reflects UNESCO’s vision of mathematics as a tool for informed decision-making and sustainable development and the DOST´s content recommendation designed for students ready for specialized studies in the universities or prepared for the workforce. Mathematics, in this sense, is no longer just a subject to be studied, it becomes a powerful instrument for preparing citizens with deeper understanding of the ever-developing Filipino identity.

References:

Asian Development Bank. (n.d.). Poverty data: Philippines. https://www.adb.org/where-we-work/philippines/poverty#:~:text=In%20the%20Philippines%2C%2015.5%25%20of,national%20poverty%20line%20in%202023

Boaler, J., & Devlin, K. (n.d.). The nature of 21st century mathematics. https://www.youcubed.org/resources/the-nature-of-21st-century-mathematics/

National Integrated Climate Change Database and Information Exchange System (NICCDIES). (n.d.). Climate change impacts. https://niccdies.climate.gov.ph/climate-change-impacts

Philippine Star. (2026, April 25). Filipinos classified as non-poor may actually be living in poverty. https://www.facebook.com/PhilippineSTAR/posts/filipinos-classified-as-non-poor-may-actually-be-living-in-poverty-the-philippin/1466292775534597/

SEI-DOST & MATHTED. (2011). Mathematics framework for Philippine basic education. https://www.academia.edu/33268521/MATHEMATICS_FRAMEWORK_FOR_PHILIPPINE_BASIC_EDUCATION

UNESCO. (2022). Mathematics for action: Supporting science-based decision-making (Toolkit). https://unesdoc.unesco.org/ark:/48223/pf0000380883.locale=en