Introduction

Now that we are in 21st century and seems that our country has the lowest
number of year of education the Department of Education decided to change our
curriculum for Basic Education Curriculum to the K-12 Curriculum in which the basic
education will last for 12 years instead of the traditional 10 years. Through this we
could lesser the number of student who graduated without knowledge.
One of the focus of this curriculum is math subject. Mathematics is often
consider to be one of the major school subject which is the language independent
and in which no problem and expected for minority pupils. For under to be dreamed
proficient in Mathematics, a student must have developed problem analytically. The
specific skills and processes in mathematics are knowing and understanding,
estimating, computing and solving, visualizing and modelling, representing and
communicating, conjecturing, reasoning, peeving and oration. Making and applying
and connecting. Operations will involve power number of digits but will be more
focussed on understanding critical thinking and problem solving.
The mathematics curriculum allows for students to learn by asking relevant
questions and discovering new ideas. Discovery and Inquiry-based learning support
the idea that students learn when they make use of personal experiences to discover
facts, relationships and concepts. The contents of mathematics include Numbers
and Number Sense, Measurement, Geometry, Patterns, Algebra, Statics, and
Probability. Number and Number Sense as a strand include concepts of numbers,
properties, operations, estimation and their application. Students must learn
mathematics with understanding, actively building new knowledge from experience
and prior knowledge. The mathematics education research community has been
fairly united in identifying understanding as the major learning goal for mathematics
educationteaching

mathematics

for

understanding.

Recent

discourse

in

mathematics education has coalesced around the importance of focusing on and

fostering

students'

mathematical

understanding.

This

agreement

among

mathematics educators has led to a commitment to generate new learning goals for

students that are less skewed in favor of skill and facts learning and more focused
on student thinking. Although mathematics education has a long history, teaching
mathematics for understanding is a fairly new notion. Believing that two effectively
different subjects are taught under the same name called mathematics. Researchers
have increasingly recognized the importance of affect-related factors in mathematical
learning and teaching. Competence in mathematics is essential for functioning in
everyday life, as well as for success in our increasingly technology-based workplace.
Students who take higher-level mathematics and science courses which require
strong fundamental skills in mathematics are more likely to attend and to complete
college. One study of high school females found that one difference between those
who later dropped out of high school and those who graduated was lower math
scores among the former group.
The importance of mathematics extends beyond the academic domain. Young
people who transition to adulthood with limited mathematics skills are likely to find it
difficult to function in society. Basic arithmetic skills are required for everyday
computations, and sometimes for job applications. Additionally, competence in
mathematics skills is related to higher levels of employability. Since 1976, the
influence of high school students mathematics skills on later earnings has grown
steadily.
Mathematics is one of the humanitys greatest achievements. The field of
mathematics continues to grow at a rapid rate, spreading into new fields and creating
new technologies and jobs. Students today require an education in mathematics that
goes far beyond what was needed in the past to maximize their opportunities. The
states of K to 12 Mathematics Learning Standards have been revised by dozens of
educators and mathematicians from across the state and the nation. The standard
describe what students should know and be able to do at each level. The
Mathematics Systems Improvement provides school districts with actionable steps
and guidance around which a comprehensive of K 12 mathematics can be built.