INNOVATIVE STUDENT-CENTERED LEARNING: A CURRICULUM FRAMEWORK FOR MATHEMATICS IN THE MODERN WORLD

Abstract

This qualitative inquiry investigated the instructional content and structure of the Mathematics in the Modern World (MMW) course, with the objective of constructing a grounded instructional framework. Anchored in Creswell’s grounded theory methodology, the study addressed three central questions: (1) What essential competencies are fostered in MMW? (2) What preliminary framework may be formulated for its delivery? and (3) What final framework can be advanced for course implementation? Data were elicited from five student participants through semi-structured interviews and analyzed using open, axial, and selective coding, guided by the constant comparative method.

The findings demonstrated strong congruence between the Commission on Higher Education’s mandated outcomes (CMO No. 20, s. 2013) and students’ lived experiences, particularly in the domains of mathematical literacy, critical thinking, logical reasoning, and interdisciplinary integration. Students affirmed the course’s practical value in contexts such as budgeting, transportation analysis, data interpretation, and teaching. Nevertheless, participants articulated further competencies beyond CHED prescriptions, including mathematical communication, pedagogical readiness, digital fluency, and the need for affective support to mitigate mathematics anxiety. They also underscored the necessity of improved sequencing of topics (e.g., introducing sets before logic, and probability before statistics) and the integration of technological resources such as calculators, coding tools, and data visualization platforms.

These insights informed the development of the RAISE Framework—emphasizing Relevance, Application, Innovation, Student-centered learning, and Technology-based, Interdisciplinary instruction. This model unifies policy standards with student-derived needs, offering a comprehensive, adaptable approach to MMW instruction that advances academic competence, professional preparedness, and meaningful societal participation.