Summary: The Importance Of Thinking In Mathematics

In this period of scientifically sophisticated world, one may be nowhere to be found in its ultra modernity. To be abreast of technological booms, one should cope up with the changes. And the educational system of the twenty-first century is in the midst of the most serious and promising reform effort.

In Mathematics in particular, effort is being pursued on many fronts namely recognizing that many ways exist to learn and understand Mathematics such as using technology to sustain its learning and linking Mathematics to the experiences that the learner have outside the school (Cusco, 1995). Students are given more than enough opportunities to explore, investigate and discover for themselves patterns and ideas and even algorithms.

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This belief means that there is a call for developing mathematical ways of thinking. The thinking process, which is the solution in learning, can be controlled and directed. Having known that thinking can be controlled and directed, students will be conscious of their own powers of thinking and be a determined learner. Schools commonly advocate the aim to educate learners to be aware, responsible and capable of independent learning (Baird, 1998). And if they are developed metacognitively, they will be confident to learn, to assess their stand in learning situation and become a frequent learners and

And yet, this improved NAT performance is far below the 75% benchmark required by DepED.

The low mathematics achievements of the students as evident in the TIMSS and NAT results speak of the need to identify specific determinants of students’ poor mathematics performance particularly in problem solving.

McLeod (2009) cited Piaget 's theory which placed a paramount importance of “readiness.” Readiness refers to the natural maturation and stages; that 's why, children should be taught certain concepts when they have reached the right stage of cognitive development. Piaget’s ideas are supported by the research findings of Culaste (2011) as she said that one of the solutions to this Philippines pathetic educational scenario is to measure the specific students’ cognitive skills and meta-cognitive