Concepts in Context for Technical-Vocational and Livelihood Track Mathematics Curricular Enhancements
Main Article Content
Keywords
home economics, information and communication technology, mathematical literacy, technical-vocational and livelihood track, vocational education
Abstract
With the ever widening jobs-skills mismatch, it is the role of every country's educational system to equip its students with the necessary skills to prepare them for the world of work. To determine what skills the industries expect from their workforce, this study explored the diversity of the applications of mathematics in the workplace as perceived by the skilled workers. This qualitative survey research purposively tapped 50 skilled workers from hairdressing, food and beverage, bread and pastry, call center and computer hardware sectors. After a three-level data analysis, the results showed how mathematics concepts like numbers and number sense, measurement, logic and technology integration were embedded in the context of production, services and sales in the different sectors. The researcher proposed curricular enhancements for Mathematics in the Senior High School Technical-Vocational and Livelihood Track and recommended that the study findings be used for a quantitative survey research.
References
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Dalby, D., & Noyes, A. (2015). Connecting mathematics teaching with vocational learning. Adults Learning Mathematics: An International Journal, 10(1), 40-49.
Department of Education (2013). K to 12 mathematics curriculum guides. Retrieved from http://www.deped.gov.ph/sites/default/files/Math%20Curriculum%20Guide%20Grades%201-10%20December%202013.pdf.
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Lindberg, L., & Grevholm, B. (2011). Mathematics in vocational education: Revisiting a developmental research project. Adults Learning Mathematics: An International Journal, 6(1), 41-68.
Lindberg, L., & Grevholm, B. (2013). Mathematics in VET programmes: The tensions associated with reforms in Sweden. International Journal of Training Research, 11(2), 150-165.
Mamolo, L. A. (2019). Analysis of senior high school students' competency in general mathematics. Universal Journal of Educational Research, 7(9), 1938-1944. DOI: 10.13189/ujer.2019.070913
Mirabueno, J. A. S., & Boyon, M. C. L. (2020). Senior high school academic progression in mathematics. PEOPLE: International Journal of Social Sciences, 5(3), 840-849. Retrieved from https://grdspublishing.org/index.php/people/article/view/2248/3698.
Pajares, G.G. et al. (2018). The sectoral and skills mismatch between the senior high school program and the top in-demand jobs and projected in-demand jobs in the province of Cebu, Philippines. Researchers World - Journal of Arts, Science and Commerce, 9(2), 187. DOI: 10.18843/rwjasc/v9i2/24
Pilcher, S. & Hurley, P. (2020). Skills for recovery: The vocational education system we need post-COVID-19. Mitchell Institute for Education and Health Policy, Victoria University.
Rowe, A. D., & Zegwaard, K. E. (2017). Developing graduate employability skills and attributes: Curriculum enhancement through work-integrated learning. Asia Pacific Journal of Cooperative Education, 18(2), 87-99. Retrieved from https://researchcommons.waikato.ac.nz/handle/10289/11267.
Rusmar, I., & Mustakim. (2017). Teaching mathematics in technical vocational education (TVET). Proceedings of the 1st International Conference on Innovative Pedagogy. Retrieved from https://www.researchgate.net/publication/323265092_TEACHING_MATHEMATICS_IN_TECHNICAL_VOCATIONAL_EDUCATION_TVET.
Smith, C. (2012). Evaluating the quality of work-integrated learning curricula: a comprehensive framework. Higher Education Research & Development, 31(2), 247-262, DOI: 10.1080/07294360.2011.558072
Swanson, D. & Williams, J. (2014). Making abstract mathematics concrete in and out of school. Educational Studies in Mathematics, 86, 193-209. https://doi.org/10.1007/s10649-014-9536-4
Tacadena, K. (2016). TUCP: 'Job-skill mismatch' faces 2016 graduates. Retrieved from http://www.gmanetwork.com/news/story/557997/money/companies/tucp-jobskill-mismatch-faces-2016-graduates.
Tu, T. et al. (2016). Impact of poor basic literacy and numeracy on employers. 1st ed. London: BIS.
Verzosa D.M.B., & Vistro-Yu C.P. (2019). Prospects and Challenges in Implementing a New Mathematics Curriculum in the Philippines. In: Vistro-Yu C., Toh T. (eds) School Mathematics Curricula. Mathematics Education - An Asian Perspective. Springer, Singapore. https://doi.org/10.1007/978-981-13-6312-2_11
Zeynivandnezhad, F., Ismail, Z., & Yusof, Y.M. (2012). Mathematics requirements for vocational and technical education in Iran. Procedia - Social and Behavioral Sciences. 56, 410-415.
Atkinson, G. (2016). Work-based learning and work-integrated learning: fostering engagement with learners. NCVER, Adelaide.
Bakker, A. (2014). Characterising and developing vocational mathematical knowledge. Educational Studies in Mathematics, 86(2), 151-156.
Bakker, A., & Akkerman, S. F. (2014). A boundary-crossing approach to support students' integration of statistical and work-related knowledge. Educational Studies in Mathematics, 86(2), 223-237. Retrieved from https://link.springer.com/article/10.1007/s10649-013-
9517-z.
Cerbito, A.F. (2020). Comparative analysis of mathematics proficiency and attitudes toward mathematics of senior high school student. International Journal of Scientific and Research Publications, 10(5), 211-222. DOI: 10.29322/IJSRP.10.05.2020.p10125.
Chester, K. (2017). Why is mathematics important in culinary arts. Retrieved from http://oureverydaylife.com/mathematics-important-culinary-arts-15421.html.
Cournoyer, M. (2020). Post-COVID skills mismatch - it is the time to start preparing. Job Market Monitor. Retrieved from https://jobmarketmonitor.com/2020/05/29/post-covid-skills-mismatch-it-isthe-time-to-start-preparing/.
Culatta, R., & Kearsley, G. (2015). Situated learning (J. Lave). Retrieved from http://www.instructionaldesign.org/theories/situated-learning.html.
Dalby, D., & Noyes, A. (2015). Connecting mathematics teaching with vocational learning. Adults Learning Mathematics: An International Journal, 10(1), 40-49.
Department of Education (2013). K to 12 mathematics curriculum guides. Retrieved from http://www.deped.gov.ph/sites/default/files/Math%20Curriculum%20Guide%20Grades%201-10%20December%202013.pdf.
Dias, A.L.B. (2015). The role of mathematics in vocational education curricula: a comparative study. In: Scott, P.; Ruiz, A. (eds) Educacion matematica en las Americas 2015. Mexico, DF: CIAEM, 2015, Vol. 13, p. 234-242.
FitzSimons, G.E. (2014). Commentary on vocational mathematics education: where mathematics education confronts the realities of people’s work. Educational Studies in Mathematics, 86, 291–305. https://doi.org/10.1007/s10649-014-9556-0
FitzSimons, G.E., & Björklund Boistrup, L. (2017). In the workplace mathematics does not announce itself: Towards overcoming the hiatus between mathematics education and work. Educational Studies in Mathematics, 95, 329–349. https://doi.org/10.1007/s10649-017-9752-9
Gamboa, R. (2016, March 28). K-12 and skills mismatch. The Philippine Star. Retrieved from https://www.philstar.com/business/2016/03/28/1566992/k-12-and-skills-mismatch.
Gray, A. (2016, January 19). The 10 skills you need to thrive in the Fourth Industrial Revolution. World Economic Forum. Retrieved from https://www.weforum.org/agenda/2016/01/the-10-skills-you-need-to-thrive-inthe-fourth-industrial-revolution/.
Hill, P. (2017). How is math used in cooking. Retrieved from http://sciencing.com/how-math-used-cooking4899712.html.
Hoyles C., Noss R., Kent P., & Bakker A. (2013). Mathematics in the workplace: Issues and challenges. In: Damlamian A., Rodrigues J., Sträßer R. (eds) Educational Interfaces between Mathematics and
Industry. New ICMI Study Series, Vol 16. Springer, Cham. https://doi.org/10.1007/978-3-319-02270-3_4
Inocencio, O.G. (2014). An alternative senior high school-technical vocational track: A terminal course for high school. Retrieved from http://odea.sdb.ph/ODEA/downloads/Alternative%20SHS%20Tech%20Voc%20Track%20(latest%20version%20sent%20as%20of%20June%2026%202014).pdf.
Jansen, H. (2010). The logic of qualitative survey research and its position in the field of social research methods. Forum: Qualitative Social Research, 11(2), Art. 11. Retrieved from http://www.qualitative-research.net/index.php/fqs/article/view/1450/2946
Kyffin, H., & Paneels, S. (2011). Mathematical needs: Mathematics in the workplace and higher education. Advisory Committee on Mathematics Education. London: Royal Society.
Lindberg, L., & Grevholm, B. (2011). Mathematics in vocational education: Revisiting a developmental research project. Adults Learning Mathematics: An International Journal, 6(1), 41-68.
Lindberg, L., & Grevholm, B. (2013). Mathematics in VET programmes: The tensions associated with reforms in Sweden. International Journal of Training Research, 11(2), 150-165.
Mamolo, L. A. (2019). Analysis of senior high school students' competency in general mathematics. Universal Journal of Educational Research, 7(9), 1938-1944. DOI: 10.13189/ujer.2019.070913
Mirabueno, J. A. S., & Boyon, M. C. L. (2020). Senior high school academic progression in mathematics. PEOPLE: International Journal of Social Sciences, 5(3), 840-849. Retrieved from https://grdspublishing.org/index.php/people/article/view/2248/3698.
Pajares, G.G. et al. (2018). The sectoral and skills mismatch between the senior high school program and the top in-demand jobs and projected in-demand jobs in the province of Cebu, Philippines. Researchers World - Journal of Arts, Science and Commerce, 9(2), 187. DOI: 10.18843/rwjasc/v9i2/24
Pilcher, S. & Hurley, P. (2020). Skills for recovery: The vocational education system we need post-COVID-19. Mitchell Institute for Education and Health Policy, Victoria University.
Rowe, A. D., & Zegwaard, K. E. (2017). Developing graduate employability skills and attributes: Curriculum enhancement through work-integrated learning. Asia Pacific Journal of Cooperative Education, 18(2), 87-99. Retrieved from https://researchcommons.waikato.ac.nz/handle/10289/11267.
Rusmar, I., & Mustakim. (2017). Teaching mathematics in technical vocational education (TVET). Proceedings of the 1st International Conference on Innovative Pedagogy. Retrieved from https://www.researchgate.net/publication/323265092_TEACHING_MATHEMATICS_IN_TECHNICAL_VOCATIONAL_EDUCATION_TVET.
Smith, C. (2012). Evaluating the quality of work-integrated learning curricula: a comprehensive framework. Higher Education Research & Development, 31(2), 247-262, DOI: 10.1080/07294360.2011.558072
Swanson, D. & Williams, J. (2014). Making abstract mathematics concrete in and out of school. Educational Studies in Mathematics, 86, 193-209. https://doi.org/10.1007/s10649-014-9536-4
Tacadena, K. (2016). TUCP: 'Job-skill mismatch' faces 2016 graduates. Retrieved from http://www.gmanetwork.com/news/story/557997/money/companies/tucp-jobskill-mismatch-faces-2016-graduates.
Tu, T. et al. (2016). Impact of poor basic literacy and numeracy on employers. 1st ed. London: BIS.
Verzosa D.M.B., & Vistro-Yu C.P. (2019). Prospects and Challenges in Implementing a New Mathematics Curriculum in the Philippines. In: Vistro-Yu C., Toh T. (eds) School Mathematics Curricula. Mathematics Education - An Asian Perspective. Springer, Singapore. https://doi.org/10.1007/978-981-13-6312-2_11
Zeynivandnezhad, F., Ismail, Z., & Yusof, Y.M. (2012). Mathematics requirements for vocational and technical education in Iran. Procedia - Social and Behavioral Sciences. 56, 410-415.
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Published
Dec 21, 2020
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How to Cite
Petancio, J. A. M. (2020). Concepts in Context for Technical-Vocational and Livelihood Track Mathematics Curricular Enhancements. The Normal Lights, 14(2). https://doi.org/10.56278/tnl.v14i2.1656
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Research Article
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