Philippine Cultural Heritage and Biodiversity Integration inTeaching Mathematics:  Point of View from Students

Abstract :

This paper is a reflection and compilation of results collated from inputs ofthe author who emphasized cultural integration and biodiversity in thesubject “ Principles and Strategies of Teaching”  to mathematics educationstudents.   The author together with the students of PUP were tasked tointegrate cultural heritage and biodiversity into their student teaching fora   specific   duration   as   part   of   their   application   of   the   concepts   andprinciples learned inside the author's class.

The   author   aims   to   show   that   cultural   heritage   and   biodiversityintegration   into   Mathematics   requires   both   positive   and   constructivefeedback from students in order to improve the method and manner ofteaching using such knowledge integration.

Keywords:   Philippine Cultural Heritage and Biodiversity; Integration; mother­tongue;culturally responsive,  K to 12 curriculum

I. Introduction.

Integrating Philippine cultural heritage and biodeversity presents a verychallenging   task   for   educators,   most   especially   since   such   a   processinvolves multitasking and having a paradigm shift in teaching a subjectand integrating essential elements of a culture into it.

Considering that as a teacher teaching students to be future teachers, thisis   a   paradigm   that   one   has   to   inculcate   on   them   so   that   they   canappreciate it and enjoy the process. 

It's   a   great   challenge   considering   the   current   K   to   12   mathematicseducation curriculum requires that discovery and inquiry­based learningof   students   must     be   contextualized   using   their   beliefs,   environment,language, culture, and the Learner's prior knowledge and experiences.

1/1

Prof. Sheryl 'Sharima Ali' Renomeron-Morales

II.  In the Global context of education

While there is globalization of knowledge, where knowledge is massivelydispersed on a gargantuan scale. Where concepts are taught from bothdemonstratve and theoretical  models.    While  there  is  a  strong need toharmonize levels of instruction   internationally where students who aretechnically   in   the   same   level  have   learned   the   same  set   of   skills  andknowledge  without   sacrificing   the   cultural   integrity   of   each   individualcountry. 

A dictionary  definition  of  knowledge1  is   “Facts,   information,  and  skillsacquired by a person through experience or education; the theoretical orpractical understanding of a subject”.

“Knowledge is the awareness of a thing with reference to its reality.2” 

An individual educator’s knowledge is made up of the understandings thatinform his  or  her  practice,  helping the educator to solve  problems andmake decisions. As it is accumulated, this professional knowledge becomespart of his or her “knowledge base” 3 for practice.

Knowledge is not static: it grows and evolves as those who create and useit sift through new information to identify what is useful.

Understanding these definitions, both in content and context, educatorsare  faced globally  with   a  challenge on the degree  of  using knwoledgeavailable through the information highway (internet) and how to make itsensitive to a local setting.

III. In the Philippine Context of K to 12 Education

The Philippine educational system started the push of the K+12 educationprogram under the guidance of Education Secretary Armin Luistro whobelieved that the Philippines needed to go hand in hand with the globaldevelopments in educational curricula.

1 http://www.oxforddictionaries.com/us/definition/american_english/knowledge2 Morphologically the Arabic word “ilm” has been derived from ‘ain’, ‘lam’ and ‘mim’ that means

to know:3 The term “knowledge base” can also refer to the shared body of knowledge from which all

members of a profession can draw. These materials use the term to refer to both individual and shared professional knowledge.

2/2

“K+12 is inclusive4, which means it   reaches out to all kinds of learnersregardless of age, gender, ethnicity, and social status which is in keepingalso   with   the   goals   of   United   Nations—initiated     Education   For   All,”(Quijano, 2011)

The   Philippine   educational   system   adopted   the   Mother   Tongue   BasedMulti­lingual Education (MTB­MLE)5 with the end goal of making Filipinochildren lifelong learners in their first language (Mother Tongue), secondlanguage (Filipino, the national language), and third language (English,the global language) the learners are more than prepared to develop thecompetencies   in   the   different   learning   areas.   This   will   serve   as   theirpassport to enter and achieve well in the mainstream educational systemand  in the end,  contribute productively  to  their community and to thelarger society as well as Multilingual, Multiliterate, and Multi­CulturalCitizens of the country.

However, in the Philippine setting, being situated in an archipelago, thereis a huge diversity of cultures and languages in the 7, 017 islands therein.

There   is  a  big  challenge  because  despite   the  mother   tongue  approach,teachers tend to do translations rather than contextualization of conceptsand learnings due to limited appropriate trainings and the need for morepreparation for engaging into the K to 12 system. 

IV.  Feedback from Student Teacers and their Grade 7 Students

The author emphasized cultural integration and biodiversity in the subject“Principles   and   Strategies   of   Teaching”   to   mathematics   educationstudents. Together with her students from PUP,   cultural heritage andbiodiversity   concepts  were   integrated   into   their   student   teaching   for  aspecific duration as part of their application of the concepts and principleslearned inside the author's class.

What is important to note that both the student teachers and the  grade 7students   (from   PUP   Laboratory   High   School)   themselves   were   veryappreciative   of   the   teaching   innovation   given  by   the   student   teacherswhich were enough to arouse their interest.  

4 Statement from DepEd Undersecretary for Programs and Projects Yolanda Quijano, a March 11, 2011 press release by the Department of Education

5 K to 12 Curriculum Guide -Mother Tongue (Grades 1 to 3), December 2011

3/3

The   following  were   the   collated   feedback   of   students   (from  highest   tolowest):

1. It is significant to be knowledgeable about my country.

2. I learned additional knowledge about my country.

3. The cultural heritage and biodiversity is well presented  explained.

4. The   lesson   or   examples   are   well   explained   using   the   culturalheritage and biodiversity.

5. I   am   aware   that   my   teacher   employed   cultural   heritage   andbiodiversity into her/his teaching.

6. The class is interesting.

7. The cultural heritage and biodiversity used is suitable for the topic.

8. The integration of cultural heritage and biodiversity in the lesson ismore useful  to me to understand and visualize the math concepts.

9.   I appreciate the integration of cultural heritage and biodiversityinto teaching mathematics.

10.  This new approach is better than the traditional.

Table 1. Ranking of Students’ Feedback

Rank Questions Mean VerbalInterpretation

1.5 It is significant to be knowledgeable about my country

2.82 Agree

1.5 I learned additional knowledge about my country 2.82 Agree

3 The cultural heritage and biodiversity is well presented and explained in our math lesson

2.76 Agree

4 The math lesson or examples are well explained using the cultural heritage and biodiversity.

2.71 Agree

5 I am aware that my teacher employed cultural heritage and biodiversity into her/his teaching mathematics.

2.65 Agree

6 The math class is interesting. 2.62 Agree

7 The cultural heritage and biodiversity used is 2.59 Agree

4/4

suitable for the topic in math.

8 The integration of cultural heritage and biodiversity in the lesson is more useful to me to understand and visualize the math concepts.

2.56 Agree

9 I appreciate the integration of cultural heritage and biodiversity into teaching mathematics.

2.50 Agree

10 This new approach is better than the traditional. 2.44 Agree

Rating Scale:

2.33 - 3.00 : Agree1.66-2.32 : Undecided1.00-1.65 : Disagree

An open­ended question was also given to the grade 7 students:

QUESTION:   Describe your reaction in using the integration of culturalheritage and biodiversity in learning mathematics?

Based on a thematic collation of the interview answers given by studentsthe following  were the responses:

1. appreciated

2. easily visualized

3. unique method of teaching

4. interesting and enjoyable

5. understand the topic more

6. more significant

Based on the evaluation of the student teachers themselves, in an over­allperspective   the   integration   of   cultural   heritage   and   biodiversity   inteaching mathematics had a positive feedback. The learners enjoyed theintegration and was amazed that math can be taught in a different way.The scores in their seatwork was found to be satisfactory.  Nobody failedin   their   seatwork.   They     also   enjoyed   the   demonstration   since   theapproach was different.  Learners were active in participating throughoutthe lesson.

5/5

V.  Reflecting on how these tools were used:

One of the questions for reflection is, how does one realize the K to 12curriculum framework, wherein learners are expected to produce productsand/or performances to prove that they can apply what they learn in real­life situations. 

One of its context is the adaption of the Needs of a National and GlobalCommunity and as stated the learners moral fiber of being a Filipino mustbe strengthen.   This contexts refer to beliefs, environment, language andculture that include traditions and practices, as well as the learner’s priorknowledge and experiences. 

This   can   only   be   possible   if   our   education   is   cultarally   sensitive   andadhere to the principle of social diversity in our respective classrooms.

In delivering relevant curriculum like mathematics, students point of viewis important as it was mentioned in one of UNESCO's technical paper,“Knowing the students and their needs6.  

At the heart of any culturally responsive teaching program is a genuineknowledge of the students and their needs. This knowledge however, isoften determined by the world view held by the teachers, and how they seetheir students and the families that they come from.”

Grade 7 students appreciated; easily visualized; found it a unique methodof   teaching;   interesting   and   enjoyable;   undestood   the   topic   more;   andagreed it is more significant to learn mathematics.  

This proves the k+12 mathematics curriculum framework is possible in itscontext as a locale, situation, or set of conditions of Filipino learners thathas   influenced   their   study   and  use   of  mathematics   to   develop   criticalthinking and problem solving skills. 

VI. Moving forward.

6 UNESCO Technical Paper No. 8 PRIMARY SCHOOL CURRICULA ON READING AND MATHEMATICS IN DEVELOPING COUNTRIES

6/6

Understanding   that   in   order   to   be   able   to   further   push   forward   theintegration  of  Philippine   cultural  heritage  and biodeversity,   there   is  aneed for this to be done on several levels among which are the following :

1.   A   specialized     subject   should   be   designed   for   University   professorsteaching education students .

2.   The   NCCA   program   on   Masters   in   Cultural   Education   should   beenhanced  and  be  given   more   exposure   in   the   other  Higher  EducationInstittutions in the country.

3.   The   mandatory   development   of   cultural     integration   andmeainstreaming   into   all   the   education   courses   being   offered   in   stateuniversities and college throughout the country.

4. The Indigenous Knowledge skills and processes (IKSP) of Indigenouspeoples   (IP)   should   be   part   of   the   mandatory   curriculum   for   all   BSsecondary and elementary education degrees offerred in state college anduniversities.

5.     The   development   of   a   comprehesive   online   portal   containing   localliterary  collections  with   translations   (their   local  heroes,   local  places  ofhistorical and biodiveristy significance, local folksongs, poetry, crafts, etc)

7/7

Refrences:

"Curriculum   Guide   for   the   Mother   Tongue   Based   Multi­lingualEducation Grades 1 to 3." Http://lrmds.deped.gov.ph/detail/5456. N.p., n.d.Web. 10 Jan. 2015. 

Http://www.oxforddictionaries.com/definition/english/knowledge.N.p., n.d. Web. 29 Mar. 2015.

"K+12   to   Integrate   Best   Features   of   Basic   Education."   OfficialGazette of the Republic of the Philippines. N.p., 11 Mar. 2011. Web. 25Feb. 2015. 

"PRIMARY   SCHOOL   CURRICULA   ON   READING   ANDMATHEMATICS   IN   DEVELOPING   COUNTRIES."   Tech   Paper.No.8(n.d.): n. pag. UNESCO Institute for Statistics, 2012. Web. 25 Feb. 2015. 

Tirmidhi,   At­.   "Hadiths   on   Seeking   Knowledge."Http://islamicquotes.info/hadiths­on­seeking­knowledge.  N.p.,   Mar.   2012.Web. 27 Mar. 2015. 

"What   Is   Knowledge?"   Http://instep.net.nz/Knowledge­and­theory/What­is­knowledge#2components.  New Zealand Government,  n.d.Web. 30 Mar. 2015. 

8/8

Appendices:

Appendix A – Sample Questionnaire

9/9

3 – Agree

2 – Undecided

1 – Disagree

Questions 3 2 1

A. Agree Undecided Disagree

1. It is significant to be knowledgeable about my country

3. The cultural heritage and biodiversity used is suitable for the topic in math.

7. This new approach is better than the traditional

8. The class is interesting.

10. I learned additional knowledge about my country.

Describe your reaction in using cultural heritage and biodiversity in learning mathematics?

_______________________________________________________________________________________

_______________________________________________________________________________________

Directions: Below are statements about your perception regarding the integration of cultural heritage and biodiversity of the Philippines into math lessons. Please check the boxes corresponding to the number of your choice based on the following descriptions:

2. I am aware that my teacher employed cultural heritage and biodiversity into her/his teaching mathematics.

4. the cultural heritage and biodiversity is well-presented and explained in our math lesson.

5. The math lesson or examples are well explained using the cultural heritage and biodiversity.

6. The integration of cultural heritage and biodiversity in the lesson is more useful to me to understand and visualize the math concepts.

9. I appreciate the integration of cultural heritage and biodiversity into teaching mathematics.

Appendix B –    Computed Weigthed Mean, Mean Scores and Verbal Interpretation

10/10

Scale:

2.33 – 3.00 = Agree

1.66 – 2.32 = Undecided

0.99 – 1.65 = Disagree

Questions 3 2 1

A. Agree WM Disagree WM Uncertain WM Mean

1. It is significant to be knowledgeable about my country 30 90 1 2 4 4 2.82

23 69 9 18 3 3 2.65

3. The cultural heritage and biodiversity used is suitable for the topic in math. 24 72 5 10 6 6 2.59

4. the cultural heritage and biodiversity is well-presented and explained in our math lesson. 27 81 5 10 3 3 2.76

28 84 1 2 6 6 2.71

22 66 8 16 5 5 2.56

7. This new approach is better than the traditional 19 57 10 20 6 6 2.44

8. The class is interesting. 24 72 6 12 5 5 2.62

21 63 8 16 6 6 2.50

10. I learned additional knowledge about my country. 29 87 3 6 3 3 2.82

Directions: Below are statements about your perception regarding the integration of cultural heritage and biodiversity of the Philippines into math lessons. Please check the boxes corresponding to the number of your choice based on the following descriptions:

2. I am aware that my teacher employed cultural heritage and biodiversity into her/his teaching mathematics.

5. The math lesson or examples are well explained using the cultural heritage and biodiversity.

6. The integration of cultural heritage and biodiversity in the lesson is more useful to me to understand and visualize the math concepts.

9. I appreciate the integration of cultural heritage and biodiversity into teaching mathematics.

Appendix C – Summary of Reactions for Part B Question.

QUESTION: Describe your reaction in using cultural heritage and biodiversity in learning mathematics?

ANSWERS:Student 1: I can understand our math lesson even without the integration of Philippine Heritage, but it helps me appreciate that Philippines ia a beautiful place to live in. My classmates and I easily visualize the figure of the pyramid using St. Benedictine Church as an example.

Student 2: “For me okay na man ung may cultural heritage kakaiba ito na paraan ng pagtuturo. Nakatulong ng malaki ung ginawa niya na example para maintindihan namin agad ung lesson about sa pyramid. Kadalasan kasi yung pyramid sa Egypt ang binibigay sa amin pero meron din pala sa Pilipinas na pwedeng example para maintindihan yung lesson”

For me its okay that she has this unique cultural heritage teaching method. It Helpeda lot, for example we understand immediately the lesson about pyramid. The pyramidin Egypt is uually given to us an example, but using examples in the Philippines can also helped us understand the lesson

Student 3: Teaching mathematics topic with the use of Philippines' Cultural heritage is quite interesting and enjoyable. We did not only gain knowledge about mathematical formula and geometrical figures but we also became familiar with the wonders of our country. Getting the total surface of a cone and its frustum using the data of Mayon Volcano's cone-shape structure is interesting.

Student 4: Okay lang naman po mukhang kakaibang sa paningin namin. Kakaiba na pagtuturo. Ang Galing!

“Its okay, it seems strange. Strange way of teaching. It's awesome!”

Student 5: We understand the topic more because of the concrete example used and the strategy of including Filipino Sports like the sepak takraw on computing the volume of a sphere.

Student 6: Negatively commented: We will just be bothered on what to think first and it would just turn their attention to the cultural assimilation that the main problem asked. It will just be a little distraction on what to focus.

Student 7: Negatively commented: I want to concentrate on the topic and that it would just simply be a sphere.

Student 8: Nakita ko po ung kahalagahan ng volume sa pang araw-araw na buhay nung nairelate po sa mga bagay na nakikita namin. Mas na appreciate ko po ngayon yung mga bagay na kung anong meron sa bansa natin.

11/11

Student 9: Ang galing po! Ngayon ko lang nalaman na pwede po pala irelate ung volume sa nakikita natin hindi lang puro books.

Student 10: “Ang galing po nang pagkakarelate sa topic, kasi ngayon ko lng po nalaman na nariyan lang pala sa tabi-tabi ang example ng volume hindi lamang context ng mga books na nakikita”

Student 11: Ngayon ko lng po napansin ang importance ng volume at bakit ito kailangan pag-aralan. Siguro kung hindi po ni-relate ni mam, hindi ko po makikita ang kahalagahan ng volume at ganda ng ating bansa.

Student 12: “Nung pinakita po ni ma'am ung picture ng lava stone na nakuha sa Mt. Pinatubo, nabigla po ako. Pwede po pala ituro ang sphere hindi lang sa drawing, ngayon po medyo nagkaroon na po ko ng idea na marami po palang bagay na hugis sphere”

Student 13: Natuwa po ko kasi hindi lang po pala globe at bola ang sphereical in shape. Meron po palang mga pan-display gaya ng gawa sa lava ng Mt. Pinatubo.

Student 14: Ngayon lang po ako HINDI na-bore sa math. Bukod po sa mga games, nagustuhan ko po kung paano ini-relate yung topic sa bansa natin. Dahil dito po sa pagrerelate ni ma'am mas lalo ko po naintindihan ang volume at mas lalo ko po itong napansin.”

Student 15: “Unique ung biodiversity na napili ni sir. Mas naging interesting po ung lesson. Na-catch po ung attention namin.”

Student 16: Maganda po ung ginawa nya. Hindi po tuland ng karaniwang pagtuturo sa math na discussion-seatwork lang.”

Student 17: Naninibago ako sa way ng pagtuturo nya. Ngayon lang ako naka-encounter ng teacher na gumamit ng pearl (the biggest pearl found in Palawan Isalnds weighing 9.5 kg) sa pagtuturo ng sphere. Karaniwan kasi binibigay lang ung formula.Mas na-visualize at mas naintindihan ko ung formula ng sphere.

Student 18: Para sa akin okay yun kasi mas na-visualize naming mga students yung itinuturo kaya mas mabilis naintindihan, tsaka hindi enjoying kung puro numbers dapat may actual figure (using calamansi) din hindi lang computation.”

Student 19: Eh di mas maganda kasi maganda kasi mas makatotohanan yung ginamit na real object mas madaling maunawaan kaysa puro assuming lang.”

Student 19: Calamansi fruit is indigeneous and widely cultivated in the Philippines, the calamansi fruit resemble as small, round lme, usually 25-35 mm in diameter, but sometimes up to 44 mm. “Mas Maganda po nakakaenjoy po ung Calamansi, mas madali ko pong naintindihan.”

Student 20: Unique po. “Mas masaya at interactive yung klase. At pwede pala din

12/12

na-ianchor yung math sa nature (referring to the Calamnsi indegenuity in the country) di naman mas madalas na ginagawa yan sa klase e.”

Appendix D- Student-Teacher Narrative Evaluation

Overall,   the integration of  biodiversity/culture  in teaching mathematicshad a positive   feedback.  The  learners  enjoyed the  integration and wasamazed that math can be taught in a different way.   The scores in theirseatwork was satisfactory.   Nobody in failed in their seatwork.   We alsoenjoyed the demonstration since the approach was different.    Learnerswre active in participating throughout the lesson.

Appendic E­ Sample math lesson with cultural heritage and biodiversityintegration

13/13

14/14

Appendix E – Sample Lesson Plan Used

15/15

16/16

17/17

18/18

19/19

20/20

21/21

22/22

23/23

24/24

Appendix   F   ­   Credits   to   the   following   Student   Teachers   who   haveparticipated on the actual classroom teaching using cultural heritage andbiodiveristy integration in Mathematics class for grade 7 students.

ALEJANDRO, PRYCE PHILIPPE PILI ALVARADO, MARIEL AVILA, APRIL DYAN SARCAUGA BACHAR, PATRICIA LANTIN BALANQUIT, APPLE GRACE SEBLARIO BALMES, ANGELICA BERNATE CONSUMIDO, GLAIZE ANN BELLO DE LA CRUZ, JINKY SIENA DE LOS REYES, KRESTINE JOY AGUIRRE DE SILVA, SARAH GRACE CABELLO DELA ROSA, JEREMIAH JAMES ADRIANO DIAZ, CAMILLE REMPILLO DIVINAGRACIA, ILONAH BACCAY EMPIG, MARLON ANACAN ESCOBAR, NL SON DELA CRUZ FIRMANES, MARK JAMES NORIEL GARO, LARISSA RAMOS MARTIREZ, IVEE SALIVIO MESA, CLARENZ ANNE ANTONI NAQUITA, ABELLAINE DE LA CRUZ PESTAÑAS, JANA MICA TORTOSION POLLENTE, YOLYMYR BULOSAN REYES, MARY JOY YAP ROJAS, NEREZA BOTIGUER SAHAGUN, CHARIZZ JOY POONIN SANTIAGO, MARY EILEEN TEPACE SANTIAGO, SHARMAINE MEKITPEKIT SIMANGCA, MARIO JR. FELISILDA TALUSAN, JONATHAN TUMANING TANEO JR., EDGARDO DIESTO VASQUEZ, HAZEL JOY RICAMARA VIRAY, RANDOLF BYRON SOLIS

25/25