Perhaps the most directly personal outcome of learning mathematics is the development of one’s mathematical confidence (Ernest 22). This includes being confident in one’s personal knowledge in mathematics, in applying previously learned mathematical knowledge in various situations and contexts, and acquisition of additional knowledge and skills when needed. Mathematical confidence translates to success in dealing with math problems and mathematics in general, thereby decreasing one’s negative attitudes towards mathematics and increasing the feeling of empowerment and enjoyment obtained in learning and using mathematics. Mathematical self-assurance will influence confidence in other similar fields such as science, and ultimately will have an impact on the willingness to accept challenging tasks in life as a result of a confident and positive mindset. Mathematics education, therefore, is necessary for developing one’s
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al., it is important to strike a balance between a student-centered and a teacher-centered approaches in a classroom since they have their own conditions under which they might have a positive impact (30). On the one hand, a student-centered classroom is helpful for students to apply their mathematical knowledge and skills on their own; whereas, a teacher-centered classroom is helpful for the discussion of a new topic and the evaluation of a previous one in order to further develop the mathematical thinking of students.
The third challenge of mathematics education in the Philippines is how mathematics is being perceived by majority. Most Filipino students have anxiety when dealing with mathematics, thus affecting their performance in the subject. Richardson and Suinn defines mathematical anxiety as involving “feelings of tension and anxiety that interfere with the manipulation of numbers and the solving of mathematical problems in a wide variety of ordinary life and academic settings” (qtd. in Suinn and Winston
al., it is important to strike a balance between a student-centered and a teacher-centered approaches in a classroom since they have their own conditions under which they might have a positive impact (30). On the one hand, a student-centered classroom is helpful for students to apply their mathematical knowledge and skills on their own; whereas, a teacher-centered classroom is helpful for the discussion of a new topic and the evaluation of a previous one in order to further develop the mathematical thinking of students.
The third challenge of mathematics education in the Philippines is how mathematics is being perceived by majority. Most Filipino students have anxiety when dealing with mathematics, thus affecting their performance in the subject. Richardson and Suinn defines mathematical anxiety as involving “feelings of tension and anxiety that interfere with the manipulation of numbers and the solving of mathematical problems in a wide variety of ordinary life and academic settings” (qtd. in Suinn and Winston