Primary Mathematics Teacher’s Problems in the Process of Pedagogical Reasoning in the Philippines: From the Viewpoint of a Curriculum Maker

Abstract

　　The purpose of this study is to reveal teacher’s problems in the process of pedagogical reasoning based on Shulman’s model.  The participant in this survey was the grade three teacher in Metro Manila.  The questionnaires and interviews for the teacher are conducted before and after observing the lesson, comparison of dissimilar fractions.  Also the short test for the pupils was given by author at the end of the lesson.  We divided implemented curriculum into four parts which are teacher- intended curriculum, enacted curriculum, tested curriculum, and teacher recognized-attained curriculum.  The results compared with the objectives, learning contents, and way of teaching in each parts, it is showed that some differences existed between intended curriculum and teacher-intended curriculum, teacher expected curriculum and attained curriculum.  In the process of transformation it was found that the teacher followed teaching contents in teachers’ guide, however the way of teaching the teacher did was different from intended curriculum.  Particularly in the process of evaluation, it was described as misalignment with what the teacher intended to teach, what the teacher recognized about students’ understanding, and what the students have actually learned.  In conclusion, it is indicated the mechanism of causing the gaps among these curriculums.