Grade 7 mathematics textbooks’ differentiation in the Philippines: Illusion or reality?
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Abstract
Abstract
Educators are challenged to adjust curriculum materials to support the access of each student to high-quality learning. Curriculum differentiation entails designing learning content and opportunities for all types of learners. In the Philippines, the Basic Education textbook is the main resource in delivering core subjects such as mathematics. This study contributes understanding about and practical implementation of curriculum differentiation utilising Qualitative Content Analysis using apriori codes to describe differentiation in six Grade 7 mathematics textbooks. Findings show that the textbooks analysed in the study provide the same types of differentiation but differ in extent. The most common differentiations are using real life situations, abstractions, and proof of reasoning. This paper argues that while Grade 7 mathematics textbooks in the Philippines apply Maker’s principles of differentiation in introducing and presenting lessons, learning exercises, and in the mastery test, they have yet to be adjusted according to students’ interest and learning profiles.
Keywords: Curriculum differentiation, Philippine mathematics textbooks’ analysis, content analysis of textbooks.
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