Math-Tasa' - A Numeracy Intervention Program

PROJECT RECOMEX
Oplan Math-tasa’

LADYNEL D. POMENTEL
Teacher III (Proponent)
RENZ VYRON J. TEC
Teacher I (Co-Proponent)
RINIELLE C. MONTAÑA
Master Teacher I
Intervention Coach and Process Observer
MARILOU R. SAN JOSE
Head Teacher I (Technical Assistance)
ELEONOR P. GARCIA
Head Teacher I (Technical Assistance)
REYNANTE S. ANINGALAN
Principal II
Process Owner

Background and Rationale
Mathematical skills are one of the most essential competencies which each child
should master in order to succeed in their learning endeavor and career path. It is a
subject that affects people of all ages and in all situations. Its importance extends outside
of the classroom and the institution. Therefore, it is essential that students learn
mathematics thoroughly and in-depth.
In the recently concluded pre-tests or diagnostic tests in Mathematics, results
showed alarming scenario.
Figure 1 illustrates the status of school
performance in mathematics based on diagnostic
tests. Based on the results, the majority of
students were in a low-performance level
obtaining 0% to 34% of the total scores. It also
indicates that only 112 or 30% of the students
were at average performance and none was at
high level of performance.

Background and Rationale (cont’d)
To further describe and map the mathematical skills of students, the school
conducted numeracy test. NIT2L materials were used for Grade 7 students while teachermade
assessment tools were used for Grades 8 to 10. The results shown in Figure 2
signifies a need for intervention considering the number of low- and non-numerate
learners.

Intervention Objectives
Terminal Objective: To eliminate number of non-numerate and increase the number of
numerate learners by at least 30% at the end of school year 2022-2023.
Enabling Objective:
a) To produce contextualized mathematical activities focusing on basic operations.
b) To conduct daily drill with low- and non-numerate learners
c) To lessen number of non-numerate and increase number of numerate learners by
10% by the end of 2 nd quarter, 20% by the end of 3 rd quarter, and 30% by the end
of the school year
d) To increase students’ interest in mathematics through positive discipline and
reflective learning strategies

Intervention
Oplan
Mathtasa’
“Math-tasa” aims at sharpening the
basic numeracy skills of learners. It is
Nanhaya National High School’s
program which bridges the gap
between the required and missed
mathematical skills of the students. It
focuses on strengthening the learners’
mastery of the basic operations which
are the building blocks of other
mathematical skills. It features
repetitive practice, positive discipline,
contextualized activities, and reflective
learning.

Intervention Framework
Figure 4 shows the framework of the
intervention. The blue circle in the middle
signifies the main objective which is to have
students learn or master basic operations over
time i.e., after one-quarter of the intervention. In
order to realize this, the framework works with
four essential factors i.e., positive discipline,
reflective learning, repetitive practice, and
contextualized activities. These factors are
essential of the Math-tasa’ project.
Repetitive
Practice
Positive
Discipline
Contextualized
Activities
Reflective
Learning
Figure 4. Intervention Framework for
Oplan Math-tasa’

With Oplan Math-tasa’ it can be expected that learners who are
confused, puzzled, and burdened by basic operations will be
enlightened, equipped, and happy.

Intervention Materials
The intervention uses as its reference the validated
workbook written by Weaver (2021) found at
https://fsw01.bcc.cuny.edu/mathdepartment/Courses/Mat
h/MTH01/allmath01.pdf