by Mary Joy A. Arnuco
As the quest for quality in basic education progresses, the Department of Education also underscored the declining performances in Mathematics of our students. They stressed that the existing condition in the school regarding the current educational set-up among our school children had an adverse effect on the ability of students in solving even a simple math problem.
Studies show that students had found difficulties even in answering basic arithmetic problem like finding the sum, difference, product, and quotient. Likewise, students also had their frustration over remembering the simplest math facts, formulas, rules and procedures. Slowly these had lowered the confidence of the child in liking math as one of the core subjects taught in school.
On the other hand, it has also found out that the low scores in mathematics are deem likely caused by the poor perception of the students towards math as well as the lack of exercises acquired particularly during the pandemic, when students are lacking actual face to face assistance in learning from their teachers. There is the so -called “The Covid Slide” that said so far student learning is harder in math than in reading.
In addressing this, DepEd had included in the development of its Learning Recovery Plan a framework that will guide our educators in addressing the learning gaps caused by the disruption of classes during the pandemic. In our division specifically, the Division of Laguna, we are now expanding the used of the NIT2L tool in assessing the learning capacities in Mathematics of our learners.
This Numeracy Inventory Tool of Laguna Learners,or NIT2L serves as a groundwork for improving the mathematic of arithmetic skills of our learners. The given problems were depending on what category a child belongs to from least to Highly Advance.
Truly addressing above mentioned problem will be difficult at first and would definitely be a long-drawn process. But as long as we work together in finding the best possible solution, nothing is impossible.
