Philippine Cultural Heritage and Biodiversity

Philippine Cultural Heritage and Biodiversity Integration in Teaching Mathematics:  Point of View from Students Prof. Sheryl 'Sharima Ali' Renomeron-Morales Abstract : This paper is a reflection and compilation of results collated from inputs of the author who emphasized cultural integration and biodiversity in the subject “ Principles and Strategies of Teaching”  to mathematics education students.   The author together with the students of PUP were tasked to integrate cultural heritage and biodiversity into their student teaching for a   specific   duration   as   part   of   their   application   of   the   concepts   and principles learned inside the author's class. The   author   aims   to   show   that   cultural   heritage   and   biodiversity integration   into   Mathematics   requires   both   positive   and   constructive feedback from students  in order to improve the method and manner of teaching 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 very challenging   task   for   educators,   most   especially   since   such   a   process involves multitasking and having a paradigm shift in teaching a subject and integrating essential elements of a culture into it. Considering that as a teacher teaching students to be future teachers, this is   a   paradigm   that   one   has   to   inculcate   on   them   so   that   they   can appreciate it and enjoy the process.  It's   a   great   challenge   considering   the   current   K   to   12   mathematics education curriculum requires that discovery and inquiry­based learning of   students   must     be   contextualized   using   their   beliefs,   environment, language, culture, and the Learner's prior knowledge and experiences.

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II.  In the Global context of education While there is globalization of knowledge, where knowledge is massively dispersed on  a  gargantuan  scale. Where  concepts  are  taught  from  both demonstratve   and   theoretical   models.     While   there   is   a   strong   need   to harmonize   levels   of   instruction   internationally   where   students   who   are technically   in   the   same   level   have   learned   the   same   set   of   skills   and knowledge   without   sacrificing   the   cultural   integrity   of   each   individual country.  A   dictionary   definition   of   knowledge 1  is   “Facts,   information,   and   skills acquired by a person through experience or education; the theoretical or practical 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 that inform   his   or   her   practice,   helping   the   educator   to   solve   problems   and make   decisions.     As   it   is   accumulated,   this   professional   knowledge becomes part of his or her “knowledge base” 3 for practice. Knowledge is not static: it grows and evolves as those who create and use it sift through new information to identify what is useful. Understanding these definitions, both in content and context, educators are   faced   globally   with     a   challenge   on   the   degree   of   using   knwoledge available through the information highway (internet) and how to make it sensitive 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 education program under the guidance of Education Secretary Armin Luistro who 1 2 3

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

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believed that the Philippines needed to go hand in hand with the global developments in educational curricula. “K+12 is inclusive4, which means it   reaches out to all kinds of learners regardless of age, gender, ethnicity, and social status which is in keeping also   with   the   goals   of   United   Nations—initiated     Education   For   All,” (Quijano, 2011) The   Philippine   educational   system   adopted   the   Mother   Tongue   Based Multi­lingual Education (MTB­MLE)5 with the end goal of making Filipino children lifelong learners in their first language (Mother Tongue), second language (Filipino, the national language), and third language (English, the global language) the learners are more than prepared to develop the competencies   in   the   different   learning   areas.   This   will   serve   as   their passport to enter and achieve well in the mainstream educational system and   in   the   end,   contribute   productively   to   their   community   and   to   the larger society as well as Multilingual, Multiliterate, and Multi­Cultural Citizens of the country. However, in the Philippine setting, being situated in an archipelago, there is 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 concepts and learnings due to limited appropriate trainings and the need for more preparation 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   education students. Together with her students from PUP,   cultural heritage and biodiversity   concepts   were   integrated   into   their   student   teaching   for   a specific duration as part of their application of the concepts and principles learned inside the author's class. 4 5

Statement from DepEd Undersecretary for Programs and Projects Yolanda Quijano, a March 11, 2011 press release by the Department of Education K to 12 Curriculum Guide -Mother Tongue (Grades 1 to 3), December 2011

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What is important to note that both the student teachers and the  grade 7 students   (from   PUP   Laboratory   High   School)   themselves   were   very appreciative   of   the   teaching   innovation   given   by   the   student   teachers which were enough to arouse their interest.   The   following   were   the   collated   feedback   of   students   (from   highest   to lowest): 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   cultural heritage and biodiversity. 5. I   am   aware   that   my   teacher   employed   cultural   heritage   and biodiversity 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 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. 10.  This new approach is better than the traditional. Table 1. Ranking of Students’ Feedback Rank

Questions

Mean

Verbal Interpretation

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

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

2.76

Agree

3

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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 suitable for the topic in math.

2.59

Agree

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 1.66-2.32 1.00-1.65

: : :

Agree Undecided Disagree

An open­ended question was also given to the grade 7 students: QUESTION:   Describe your reaction in using the integration of cultural heritage and biodiversity in learning mathematics? Based on a thematic collation of the interview answers given by students the following  were the responses: 1. appreciated 2. easily visualized 3. unique method of teaching 4. interesting and enjoyable 5. understand the topic more

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6. more significant Based on the evaluation of the student teachers themselves, in an over­all perspective   the   integration   of   cultural   heritage   and   biodiversity   in teaching mathematics had a positive feedback. The learners enjoyed the integration and was amazed that math can be taught in a different way. The scores in their seatwork was found to be satisfactory.  Nobody failed in   their   seatwork.   They     also   enjoyed   the   demonstration   since   the approach was different.  Learners were active in participating throughout the lesson.

V.  Reflecting on how these tools were used: One of the questions for reflection is, how does one realize the K to 12 curriculum framework, wherein learners are expected to produce products and/or performances to prove that they can apply what they learn in real­ life situations.  One of its context is the adaption of the Needs of a National and Global Community and as stated the learners moral fiber of being a Filipino must be strengthen.  This contexts refer to beliefs, environment, language and culture that include traditions and practices, as well as the learner’s prior knowledge and experiences.  This   can   only   be   possible   if   our   education   is   cultarally   sensitive   and adhere to the principle of social diversity in our respective classrooms. In delivering relevant curriculum like mathematics, students point of view is 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 genuine knowledge of the students and their needs. This knowledge however, is often determined by the world view held by the teachers, and how they see 6

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

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their students and the families that they come from.” Grade 7 students appreciated; easily visualized; found it a unique method of   teaching;   interesting   and   enjoyable;   undestood   the   topic   more;   and agreed it is more significant to learn mathematics.   This proves the k+12 mathematics curriculum framework is possible in its context as a locale, situation, or set of conditions of Filipino learners that has   influenced   their   study   and   use   of   mathematics   to   develop   critical thinking and problem solving skills. 

VI. Moving forward. Understanding   that   in   order   to   be   able   to   further   push   forward   the integration   of   Philippine   cultural   heritage   and   biodeversity,   there   is   a need for this to be done on several levels among which are the following : 1.   A   specialized     subject   should   be   designed   for   University   professors teaching education students . 2.   The   NCCA   program   on   Masters   in   Cultural   Education   should   be enhanced   and   be   given   more   exposure   in   the   other   Higher   Education Instittutions in the country. 3.   The   mandatory   development   of   cultural     integration   and meainstreaming   into   all   the   education   courses   being   offered   in   state universities and college throughout the country. 4. The Indigenous Knowledge skills and processes (IKSP) of Indigenous peoples   (IP)   should   be   part   of   the   mandatory   curriculum   for   all   BS secondary and elementary education degrees offerred in state college and universities. 5.     The   development   of   a   comprehesive   online   portal   containing   local literary   collections   with   translations   (their   local   heroes,   local   places   of historical and biodiveristy significance, local folksongs, poetry, crafts, etc)

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Refrences: "Curriculum   Guide   for   the   Mother   Tongue   Based   Multi­lingual Education 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."   Official Gazette of the Republic of the Philippines. N.p., 11 Mar. 2011. Web. 25 Feb. 2015.  "PRIMARY   SCHOOL   CURRICULA   ON   READING   AND MATHEMATICS   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/Knowledge­and­ theory/What­is­knowledge#2components.   New   Zealand   Government,   n.d. Web. 30 Mar. 2015. 

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Appendices: Appendix A – Sample Questionnaire

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

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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 Helped a lot, for example we understand immediately the lesson about pyramid. The pyramid in 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.

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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. 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 nakaencounter 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.” May 27, 2015

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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 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   mathematics had   a   positive   feedback.   The   learners  enjoyed  the   integration   and   was amazed that math can be taught in a different way.   The scores in their seatwork was satisfactory.   Nobody in failed in their seatwork.   We also enjoyed   the   demonstration   since   the   approach   was   different.     Learners wre active in participating throughout the lesson.

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Appendic E­ Sample math lesson with cultural heritage and biodiversity integration

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Appendix E – Sample Lesson Plan Used

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Appendix   F   ­   Credits   to   the   following   Student   Teachers   who   have participated on the actual classroom teaching using cultural heritage and biodiveristy 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

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